Full text of "The Instructor"

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VOL. 66

^yormerlu 9'he Juvenile Instructor

jj__ NO. 9

SEPTEMBER, 1931

liiiiiwfni

SEE ADVEIRTISE^MESNTS HSRE<
AlVD ON FOLLOWING PA.GKS,

The Best Education
at Least Cost

The cost of getting a standard college education is less at Brigham Young
University. Moreover, the Church University has the advantage of offering
the full-rounded moral and intellectual training which has made it famous,
and has endeared it to the 20,000 alumni members.

YOU CAN GET WHAT YOU WANT

Whether you are preparing for the professions of law, medicine, engineer-
ing, or teaching, Brigham Young Universitiy can provide the preliminary
training you need. Or if your interest leads you to agriculture, mechanic arts,
or home economics, you may take your major in these fields.

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agency in the United States; the Association of American Universities.

AUTUMN QUARTER OPENS SEPTEMBER 25

If you have not received the latest catalog, write to

The President

Brigham Young University

Provo, Utah
THE FRIENDLY SCHOOL

YOUR MELODIES

arranged, ready for publication, $10.00, or I will compose and arrange melody to

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THE INSTRUCTOR, Vc:. 66, No. 9

Publishers: Deseret Sunday School Union, 44 East South Temple. Salt Lake City, Utah. Published the first of
every month at Salt Lake City, Utah. Price $1.50 a year, payable in advance. Entered at the Post Office, Salt Lake
City, ag Second Class matter. Acceptance for mailing at special rate of postage provided for in Section 1103. Act of
October 3, 1917. authorized on July 8, 1918.. Copyright, 1931 by Heber J. Grant, for the Deseret Sunday School Union.

CONTENTS FOR SEPTEMBER, 1931

Dedication of L. D. S. Chapel at EI Paso, Texas ....

Frontispiece

Simplicity (Poem) Henry F. Kirkman 511

The Latter-day Saints Chapel at El Paso, Texas?. . . .

George D. Pyper 513

A Father's Prayer (Poem) .. Stanley A. Piirrington 516

True Pioneer Stories Harold H. Jenson 517

What Governors Think of the Sunday School 520

Horsebackin' to Sunday School

Harri ^on R. Merrill 522

A Little More or Less (Poem) 523

Editorial — Teachers and Thirst 524

Defense Against Air Attacks Impossible 525

Signs of the Time J. M. Sjodahl 526

A Twoanda Half Minute Talk. .Mildred Litchfield 528

Sunday School Departments 529

Missoula, Montana, Branch L D. S. Sunday School.. 540
[.et Us Plant Trees (Poem) ....Grace Ingles Frost 546
Sunday School Conference, Detroit, Michigan .... 547
,'V Twoanda Half Minute Talk. . Margaret Fleming 556

Ualue of Struggle Edith L. Reid 560

Like Joseph Did . Coral J. Black 564

(\ Rainbow Day Florence Bush 567

The Budget Box S68

Dandy, the Calico Cat 572

The Funy Bone 574

TEMPLE BRAND

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719 Ribbed Light Weig-ht 1.20 614

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751 Pine Silk Lisle „ 1.85 601

711 Silk Stripe Med. Wt 1.40 664

762 Non-Run Rayon 1.00 620

714 Med. Wt. Extra Quality 1.50 600

717 Pine Rayon Crepe Dechine 1.95 602

720 Pine Quality Non-Run Rayon .... l.»5 663

FOR MEN

Ribbed Lisht Wt $1.20

Med. Wt. Extra Quality 1.50

Rayon-Mesh lo."!

Non-Run Rayon New Style Only.. 1.60

Med. Heavy Wt. Cotton 1.85

Non-Run Rayon 2,50

Light-Weight Silk Stripe 1.40

Fine Qualty Lisle 1.35

Med. Heavy Unbleached Cotton.... l.»5

Garments Marked Upon Request 15e Per Pair
20% Ext]<a Chai>g-« for Sizes over 49

I>o not fail to s>piecif!y New or Old jStyle and if for Man or Woman, also «tnte if Ion j

or short sleevei, ish,ort or Bong legs are wanted. Give acteurate Bust iStfL^asurement.

Height and Weigflit. Samples Sent Upon Request.

SALT LAKE KNITTING STORE

70 So. Main St., Salt Lake City, Utah — OLDEST KNITTING STORE IN UTAH

SAY THAT YOU SAW IT IM THE INSTRUCTOR

Little Visits from the Aditorium

No educational institution in the Intermountain section has higher standards than
Brigham Young University, the largest private university in this region. Found-
ed in 1875 by Brigham Young, the university which bears his name has steadily
grown from a small elementary school, to a University which has been accredited by the
highest rating agencies in the United States.

The University is divided into five Colleges: The College of Applied Science (including
departments of agronomy, animal husbandry, horticulture, drafting, mechanic arte,
rural economics and home economics); the College of Arts and Sciences (including all
physical sciences, biological sciences, languages and literature) ; The College of Com-
merce; the College of Education; and the College of Fine Arts. In addition, there is
the Graduate School, the Extension Division and the Research Division.

The University executive offices have this year been moved from the Education Build-
ing, to the Maeser Memorial, the building built to the memory of Dr. Karl G. Maeser,
the first head of the school.

The University is stressing the point that this is an economical year to attend college;
and because of the favorable conditions at the B. Y. U. and in Provo, students may
there obtain "the best education at least cost". The Autumn quarter commences Sep-
tember 25.

SELDON N. HEAPS, the popular radio artist and well known theatre organist, has
just recently acquired, by lease, the entire sheet music and book department of
that old pioneer firm CONSOLIDATED MUSIC COMPANY which was recently
merged with the Daynes-Beebe Music Company.

The combining of these two companies, gives Mr. Heaps the largest stock of music pub-
lications in the intermountain region.

The many requests for his arrangements and compositions has caused Mr. Heaps to add a
feature to his department that will be of interest to ambitious writers of this region in
that, for a nominal sum, he will arrange your melody for publication or he will write
music for song poems.

Mr. Heaps is one of the finest music arrangers in the west having composed many hits
and is now the exclusive arranger for the Taggart-Woolsey-Brown Music Publishers and
Seliladean Publishers.

He has just recently written in cooperation with Brandley of the M. I. A. offices the
music for the new M. I. A. dance contest for 1932, "Senorita Mia", which is now off the

press.

THROUGH the splendid knowledge of Mr. Mitchell in the care of the hair his
great experience and his giving his special and careful attention to his patrons
has made The Mitchell Beauty Parlors — Medical Arts Bldg. and Sugar House
Beauty Salon — 1053 E. 2l8t So. — two of the most popular Beauty Parlors in Salt Lake
City. Your hair is part of your attire, and clean well-kept hair is one of the main
requisites in the loveliness of women and is the result of scientific care, such as you get
at Mitchell Beauty Parlors.

SAY THAT YOU SAW IT IN THE INSTRUCTOR

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SAY THAT YOU SAW IT IN THE INSTRUCTOR

The Home should come First

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DOWNY FLAKE

Is more than a name, it is an Institution which Insures quality. The Downy
Flake Doughnut is sold at only one place in Salt Lake City, to the left as you
enter the

COMMUNITY MARKET

47 Broadway

Downy||Flake Shop

SAY THAT YOU SAW IT IN THS INSTRUCTOR

Simplicity
By Henry F. Kirkman

Here is an annal of the simple folks,

Around whose footsteps naught of glory shines ;
Who trusts in God and walk the (humble paths,

Untrammeled by the fetters conquest binds.

In vain for them the starry spaces lure,

The brooding ^mystery of the ocean's spell ;

They see alone the line that duty marks,

And follow dumbly what the hours tell.

Enough, if at the close of each dull day,

With loved ones gathered round the evening board,
They count the sum of daily joys earned,

And glean such comforts as the day afford.

And yet why doubt that when the score is cast,

The measured deeds inscribed by history's pen.

That somewhere on the fateful scroll of time.

These simple folks shall rate with mighty men.

Our Cover Picture

Our cover picture this month is of John the Baptist, painted
in the Fifteenth Century by Titian (Tiziano Vecelli or VecelHo— »
1477-1576) the greatest Venitian painter of the Renaissance. "As
a great colorist, master of rich, glowing tones, mixing his pigments
with sunshine, Titian stands alone. Others rivalled and some-
times surpassed him in drawing, in grace of composition, in dignity,
in elevation of religious sentiment and feeling and in dramatic
strength, but none equals him in sensuous beauty of tone, and the
marvellous rendering of flesh tints. As a portrait painter he ranks
with the first of any age." — Nelson's Encyclopedia.

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THE INSIRUCTOR

\' ol. 66

SEPTEMBER, 1931

No. 9

The Latter-day Saint Chapel at El Paso, Texas

By George D. Pyper

"And let them build up churches, inasmuch as the inhabitants of the earth will recent.
-Doc. and Cov. 58:48.

The dedication of a ,new chapel in
El Paso, Texas, May 24, 1931. was
an event of unusual importance. First,
because of the circumstances under
which it was built ; second, because of
the beauty of the structure; third, be-
cause of its importance in a city in
which the Latter-day Saints have com-
paratively few members.

The El Paso ward has had an event-
ful early history and the dedication of
its new and beautiful chapel is the
culmination of the prayers and earnest
lalbors of a few devoted Saints who
have now had their prayers answered
and have seen their dream's come true.

In 1847 the ground near the site
of this chapel resounded to the weary
tramp of the "Mormon Battalion"
in its two thousand mile march to
California. In 1871 Elders Anthony
W. Ivins, Helaman Pratt and other
missionaries among the Indians and
Mexicans camped on the present site
of El Paso, Texas, and Ciudad Jua-
rez. Mexico. After some work on the
border they moved to Mexico City
and other parts of our Southern Re-
public.

From the program of the dedica-
tory services we learn that "the first
home makers in the 'vicinity were
Isaac W. Pierce and family, who mov-
ed from the Latter-day Saints colonies

in Chihuahua. Mexico, to the inter-
national border in the year 1897. Re-
ligious services were held in his home
which was also headquarters for the
Latter-day Saints who passed to and
fro from the LTnited States to Mex-
ico. After the death of Isaac W.
Pierce, on August 21, 1906, religious
services were held in the home of his
son, Arwell L. Pierce.

"In the early summer of 1909, the
few members who were living on the
international border of El Paso and
Juarez, were organized into a branch
of the Dublan Ward, Juarez Stake,
and Elder James Mortenson was ap-
pointed Presiding Elder, and the re-
ligious services were held at the home
of Arwell L. Pierce.

"This branch organization contin-
ued to function until July Z8, 1912,
when, on account of revolutionary
activities in Mexico, the Latter-day
Saints in the colonies left their homes
and came to the United States. Elder
Hyrum S. Harris was appointed to
preside over the members who remain-
ed in El Paso. Before the end of the
year he moved away and Elder Philip
H. Hurst became Branch President,
with Arwell L. Pierce and Deronda
V. Farnsworth as his counselors.
Within a year's time, enough people
had returned to the colonies in Mex-

514

THE INSTRUCTOR

Sept., 1^31

PITLPIT AND CHOIR LOFT, L. D. S. CHAPEL AT KL PASO, TEXAS

At Dedicntiun Exercises
Front row, left to rig^lit: Edw. V. Tiirley, Josepli Anderson, President Jos. W.
McIUnrriu, President Heber J. Grant, Bishop Arwell L.. Pierce, Trenial .Panly.

ico to justify a reorganization of the ens moved away and Edward V. Tnr-

Stake, and Elder Joseph C. Bentley,
was appointed Stake President. He
chose as his counselors, John T.
Whetten and Arwell L. Pierce. In
the year 1918, Philip H. Hurst mov-
ed away and Arwell L. ' Pierce suc-
ceeded him as President of the El
Paso Branch with John W. Wilson
and Moroni L. Abegg as his coun-
selors. On October 11, 1918, Ar-
well L. Pierce was ordained a Bishop
and the El Paso Branch became the
El Paso Ward. He chose as his coun-
selors John W. Wilson and Benja-
min Earl Stevens with Joseph F.
Done as Ward Clerk. In the year
1919 the El Paso Ward was annex-
ed to the St. Joseph Stake

"Very soon after the organ!i.dtion
of the Ward, a movement was set on
foot to gather funds for the erection
of a Ward Chapel and Recreation
Hall. In the year 1924, B. E. Stev-

ley succeeded him in the Bishopric.
In the year 1928 A. L. Anderson suc-
ceeded Joseph F. Done as Ward
Clerk. , In the year 1929 Trenial Pau-
ly succeeded John W. Wilson in the
Bishopric. In the year 1930 John
Mac Wilson succeeded A. L. Ander-
son as Ward Clerk.

"On October 26, 1930, ground was
broken at Jhe corner of Douglas and
Alta Streets for the erection of the
New Ward Building. On Christmas
Day, December 25, 1930 the corner
stone of the building was laid with
proper ceremonies. On Sunday, Jan-
uary 11, 1931, ,a copper box was plac-
ed in the corner stone of the build-
ing, and filled with the Standard
Church Works, gospel commentaries,
current newspapers, etc."

The Chapel, illustrations of which
accompany this article, seats two hun-
dred and fifty persons, while the Rec-

Sept., 1931

L. D. S. CHAPEL AT EL PASO, TEXAS

■" 1 ^

reation hall, connected by sliding
doors, will accommodate three hun-
dred and fifty more. The Chapel pro-
per has a specially constructed modern
accoustical ,ceiling.

In the basement is the Ward's
workshop. A banquet hall, superbly
equipped kitchen, ten class rooms with
furniture suitable to all ages of Sun-
day School pupils, a room equipped
with radio for boy .scouts, a hidden
baptismal font, furnished in white
tile, which may be opened to a small
auditorium, a luxuriously furnished
Relief Society parlor— all go to make
the El Paso plant a social center of
unusual beauty and well adapted to
Church meetings and activities.

The architect was Guy L. Frazier
of El Paso, Texas. The builder, Sam-
uel E. McClellan, of Colonia Juarez,
Mexico. The building committee, to
whom is due much credit for the new
edifice, was Bishop Arwell L. Pierce
Trenial Pauly, E. V. Turley, John w'
Wilson, Willard Whipple, George 6.
Payne, and Sam S. Myers.

The building and land represent an
mvestment of $75,000, made possible
by generous contributions of the First
Presidency, the membership of the

Ward and the donations in ,cash, labor
and materials by scores of El Paso
friends not members of the Church.

Appropriate and beautiful dedica-
tory services took place on May 24,
1931, with President Heber J. Grant
delivering the dedicatory prayer and
address. In commenting on the event
the El Paso Times had the following
friendly editorial:

To the New Mormon Church

El Paso is proud of the new chapel,
dedicated yesterday, of El Paso ward of
the Church of Jesus Christ of Latter-day
Saints.

It is a beautiful edifice, a credit to the
ward, the church and the city. It is an
exemplification of that sturdiness and
constructive spirit which are a part of
what one might term the typical Mor-
mon character.

Mormons invariably are among the
best elements in whatever community
they dwell. They are self-respecting and
respected, cleanly in their manner of
life, cherishing to an even higher degree
than most of their fellows the best ideals.
They are thrifty, industrious, law-abid-
ing. You do not hear of Mormons beg-
ging or committing crimes. You do hear
of them supporting charities, joining the
best civic bodies, contributing to public
enterprises, and always building and im-

THE EL PASO CHAPEL
With Beautiful Texas Cloud Effect

516

THE INSTRUCTOR

Sept.. 193'

proving and colonizing on their own ac-
count.

The Times knows the Mormons of the
southwest — here, in the Gila valley of
Arizona, about Mesa, around Virden, N.
M., and in the Mormon colonies of Mex-
ico. SoHTe of The Times personnel have
been on understanding and hence friend-
ly terms with the Mormon Church and
membership for many years, just as we
have enjoyed association with Catholic
clergy and membership, with Episcopal
bishops, pastors and laymen and with
those of all other creeds. For wellnigh
half a century The Times has been read
in Mormon homes and has been consid-
ered a friend.

Whatever is of long association is dou-
Ijly dear, and it is partly for that reason
that The Times feels a somewhat special
gratification and pride in what Bishop
Pierce and his co-workers of El _ Paso
ward have accomplished here as evidenc-
ed in this beautiful new chapel.

Sunday School workers, the world
over, wish the members of the El
Paso Ward full power to enjoy their
new, well-earned home, and the Sun-
day School, now equipped with such
splendid class rooms and conven-
iences, a season of rapid advancement
and spiritual progress.

A Father's Prayer

He may not, as a great general,

In battle, seek glory and fame.
He may not add letters of science.

Or scholar's degrees to his name.
He may not become a great artist.

By painting some beautiful scene,
But whatever he does in the future,

I hope that my boy will be clean.

He may not lead in athletics,

A statesman, he may never be,
Nor ever a bold aviator,

Renowned on the land and on sea.
He may not become a musician.

Nor shine as a "star of the screen,"
But whatever may be his vocation,

I hope that my boy will be clean.

He's only a three-year-old baby,

With a baby's clean thoughts and
pure heart
But soon he'll be growing to manhood

And in the world play a man's part.
He'll mingle with those who are evil,

And sordid, and selfish and mean;
But whoever may be his companions

I hope that my boy will be clean.

I hope that some day he'll be num-
bered,
With God's chosen people on earth,

Who have entered the "door of the
sheepfold,"
By means of baptism's new birth.
Some day he'll be clothed with the
Priesthood
As thousands of others have been,
And he'll realize as he grows older,
Its power and strength — if he's
clean.

Some day he may go on a mission.

To bear, in the days of his youth,
God's message and plan of salvation,

To those who are seeking the truth.
May prayer to our Father in Heaven,

Be part of his daily routine
That whenever the evil one tempts
him,

God's spirit may help him be clean.

Tonight, as I look at my laddie,

Lying fast asleep there in his bed
I wish for him, not earthly treasures,

But heavenly blessings instead.
I want him to know what the gospel.

And its glorious principles mean
To those who would gain life eternal,

Dear Lord — help my boy to be
clean.

— Stanley

A. Purrington
Ogden, L^tah

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^- STOIIIES.4^'

By Harold H. Jenson

Charles W. Symons

Charles W. Symons, well known
temple worker, pioneer photographer
and one of the first Sunday School Su-
perintendents in Salt Lake, who holds
a record for such a position, also has
written a life's record of his eventful
career, from which this scribe is able
to bring to light some interesting pio-
neer experiences.

Brother Symons is a lovable char-
acter. Though his hair is grey and
his step not as light as of yore, his
spirit is young and every day finds
him at the Salt Lake Temple, doing
his "bit." He was born in Kensal
Town, London, England, June 17,
1845, and with his mother came to
Utah in 1864, but let him tell his own
story.

"We were booked to leave London
on the sailing ship 'Hudson' June 1,
1864. It was a severe trial that we
had to leave secretly, not letting our
folks know we were going. We found
consolation in the Scripture which
says, ''He that will not forsake father
and mother, houses and lands, for My
sake is not worthy of Me.' We board-
ed the ship but for some reason were
delayed two days.

"During this time 900 Saints were
happy singing songs of Zion . . . My
father and a Mr. Pardoe heard the
news of our leaving for Utah and came
to prevent us, following us down the
Thames to the English channel in a
tug boat. We had too big a start,
so they gave up the chase. I had one
more year to complete an apprentice-
ship with Mr. Pardoe. I fully expect-

ed father to come to Utah, b'lt he died
in England in December, 1864.

"Food rations were given on board
on regular days, though it was not
very palatable, and we had to cook
our food ourselves which was quite a
problem. After a few weeks at sea,
measles broke out among the children
and many deaths occurred, the bodies
being consigned to a watery grave.
The bodies were placed on a plank,
resembling a tee-ta and at a given

CHARLKS W. SYMONS

^'P*-'93i CHARLES W. SYMONS 519

signal after the service the rope con- seen any oxen yoked before, but by
trolling the plank was loosened and watching old teamsters it soon became
the body slipped into the ocean. I easy. Experience taught me that kind-
don't remember an adult dying. A ness to oxen availed much for the cat-
storm also came up which tore away tie came to know my voice. While
part of the ship's rigging, and we many accidents occurred, I had no
thanked Providence for the fact no trouble from the Missouri River to Salt
lives were lost . . . When about one Lake. Mother rode in the front of the
week from New York, a Confederate company and I with the rear guard, so
man of war "The Georgia" halted us she had a fire started an hour before I
as the Civil War was in progress. Af- came into camp at night and some-
ter satisfying themselves our ship was thing hot ready for a meal. One night
not a prize we were permitted to go, coming in I found no fire nor supper
the gunboat's band playing a farewell, and found mother very ill. She said,
After six weeks and three days we 'I am afraid I shall not live to get to
arrived in New York. Zion.' I answered, *Yes, mother, you

After inspection by Custom officials will live to get to Zion and will live
we were directed to railroad cars to ^o^ 20 years among the Saints,' which
convey us to the Frontiers. It was no promise was fulfilled.
small job to locate a company with "John Kay, president of the corn-
freight, but finally two sections were pany on the ship 'Hudson', died on
formed and we were on our way. the plains and we made a rough box
Travel on cars was not very commo- and dug a hole for burial. Other
dious and not very clean. It was also deaths also occurred and I assisted in
slow for bridges and railroad tracks their burial.

were torn out by Confederate armies, "Wg arrived at the 8th Ward

and freight had to be carried across Square where the City and County

rivers and creeks where train crews building now stands, on November 2

awaited to convey us to our destma- 1864 i„ Captain Warren S Snow's

tion. At Samt Joe we were placed wagon train. It was a cold reception

on a Missouri River boat which car- for we had no relatives or friends to

ried us to Wyoming, Nebraska, an greet' us. Here we remained for two

outfitting point for the journey across javs and nights' while I sought em-

the plains. For two weeks we lived payment. Mother was engaged by a

in a little brush shelter awaiting pre- family in the 12th ward to do house-

parations for the journey over the work at $1 a week with board and

plains loading of wagons, with ,^^^^ j ^^^ ^^ ^^ ^ ^ ^

freight of 900 people being tedious Blazzard at $15 a month, board and

and slow. It required 120 wagons room as a wagon repairer. After a

with from two to four yoke of cattle month when my clothes and shoes

Finally one tram of 60 wagons and were worn out and I had received no

oxen was in shape and Captain Hyde pay, my employer said 'thou hast eat

placed m charge. On account of In- thy wage.' I never was paid and only

dian depredations they halted and the fact that mother was working for

waited for the next train to overtake a shoemaker who made me a pair of

them so that they would be stronger boots, mother working ten weeks to

m case of attack from Indians. pay for them, kept me from being

"I was engaged to drive one of the barefooted,

teams to Salt Lake, the agreement be- "i worked at every kind of job, in

ing my fare and board as well as that the adobe yards and as a newspaper

of my mother for my services. This carrier, receiving in pay flour, vege-

was new work for me as I had never tables and meat orders, as workmen

520

THE INSTRUCTOR

Sept., 1931

in those days seldom received cash
One day Charles W. Carter asked me
to work in his photographic studio
and soon this became my life's voca-
tion and for years I was a pioneer
photographer.

"My marriage to Arzella Whitaker
in the Endowment House took place
March 7, 1868. My wife's parents
were pioneers of 1847. She was born
in a wagon box before their home was
finished in Salt Lake.

"The Tenth Ward brass band was
organized about 1864 by Captain
Parkman. I was invited to join and
became a member, being given the
2nd B Flat cornet to learn. At this
time Conductor Parkman went to
California which was a serious blow
and almost disrupted the band. The
members clung together, however, and
a man by the name of Croft and his
son Thomas, two able clarinetists, help-
ed us along. After many years I was
chosen by the band as its leader, and
given the B Flat cornet. A quadrille
band was formed with John W. An-
drew, 1st violin; Stephen Alley, 2nd
violin: James V. Standing, flute; and
John W. Keddington, cornet; Cliarles

W. Symons, 'cello and double bass
and Herbert Van Dam, prompter. The
brass band attended the funeral of
Bisliri-p John Proctor, playing funeral
dirges from chapel to graveside and
also in 1877 at the funeral services of .
President Brigham Young.

"I was called on a mission to Great
Britain and on March 5, 1889, left
Salt Lake for Liverpool. I returned
in May, 1891. Above all my affairs in
life I have enjoyed officiating in the
Priesthood. I am proud I have my rec-
ord of Priesthood. I also enjoyed my
Sunday School work and for twenty-
eight years served as Superintendent
of the Tenth Ward Sunday School.
Particularly did I like the singing of
the children and helping as chorister.
I think I am the originator of the 'si-
lent drill' so called, which used to be
held prior to the Sacrament when per-
fect silence was asked for, so that
you could hear the clock tick. Order
was obtained in this way and the chil-.
dren never forgot the object lesson.
I think Sunday School is the finest
training in the world for both chil-
dren and adults and everyone who can
should always attend.

What Our Governors Think of the Sunday School

(Collected by the David C. Cook Publishing Co., Elgin, 111.)

Decided Asset in a Community

An institution or or-
ganization that implants
Christian ideals, builds
character, and inspires
to better service is a de-
cided asset in a com-
munity. This I believe
of the Sunday School,
and feel that its teach-
ings will help us to
maintain the deeply religious strain
that is evidenced throughout the his-
tory of our country. People are made
great by living up to spiritual ideals.
— H. C. Baldridge, Governor of Ida-
ho, (May 9, 1930).

B. C. Baldridge

Develops Good Citizenship

In my experience in
the Hawaiian Islands
since boyhood days, the
Sunday School has been
a great factor in the de-
velopment of good cit-
izenship. Aside from
the fact that it has been
greatly instrumental in
Lawrence M.Judd developing Spiritual life,

the faithful teaching in Sunday
Schools has furthered civic righteous-
ness and developed a high standard of
citizenship among our people. — rLaw-
rence M. Judd, Governor of Hawaii,
(May 28, 1930).

Sept., 1931

WHAT OUR GOVERNORS THINK

521

Geo. H. Dem

Jno. Garland
Pollard

Potent Factor in Nation

There is no doubt that
' the Sunday School has
proved itself a potent
iactor in the spiritual
development of the
American nation. Train-
ing received there has
molded the lives and
characters of many of
our most outstanding
pubilc men. — ^George H. Dern, Gov-
ernor of Utah, (May 27, 1930).

Greatest Factor in Citizens-hip

Throughout the last
half century I have
been scholar, teacher
and superintendent of
a Sunday School. T am
informed that the Sun-
day Schools now have
enlisted in their ranks
nineteen million per-
sons. I consider this,
the teaching agency of the church, tTie
greatest single factor in promoting
good citizenship. — Jno. Garland Pol-
lard, Governor of the State of Virgin-
ia, (June 11, 1930).

Applies Religion to Problems of the
Day
The Sunday School is
an es.sential element in
the preservation and in-
telligent development of
the religious life of our
day. More than this, it
enables us to consider
economic, social -and
moral issues in an at-
mosphere of truth, jus-
tice and unselfish service.

I often think of the Sunday School
as the laboratory of the church, where
we learn to apply our religion to the
problems of the day and at the same
time get an intelligent vision of
life to come. — Doyle E. Carlton, Gov-
ernor of Florida, (May 23, 1930).

{To 'he

Doyle E. Carlton

Rewards A Hundredfold

Considered from a
materialistic standpoint
alone, the advantage,
the self -advancement
which training in a Sun-
day School brings to
every interested attend-
ant, the rewards are an
hundredfold. Righteous-
Piem D. Sampson ^^^^ ^^-^^ naturally fol-
lows from such contacts and training
gives strength to conquer evil and to
establish a beacon light for the guid-
ance of others. — Flem D. Sampson,
Governor of Kentucky, (April 26,
1930).

Power Cannot Be Overestimated

The Sunday School
as an institution has an
opportunity and power
for good that cannot be
overestimated. The fu-
ture welfare of our na-
tion depends upon the
training of our youth to-
day, and I am convinced

Frank G. Allen ^^^^ ^^^ religioUS and

moral education afforded by the Sun-
day School is a potent agency for the
production of good citizens and hon-
est public servants. — Frank G. Allen,
Governor of Massachusetts, (May 2,
.1930).

No Agency More Important

Spiritual and moral
values are the most nec-
essary of those endow-
ments of character to
make; a man or woman
an acceptable member of
society. Of the many
agencies charged with
the responsibility of de-
Henry H. Horton ygiopfng and training

our boys and girls into useful citizens,
none is of more importance than the
Sunday School. It is impossible to
over-estimate the value of this train-
ing. — Henry H. Horton, Governor,
State of Tennessee, (May 17, 1930).

continu-ed)

BOYS— OLD AND YOIJIVG — HORSEBACICIN' TO SUNDAY SCHOOL

Horsebackin' to Sunday School

By Harrison R. Merrill, B. Y. U.

Gas wagons of various kinds have
so far replaced other vehicles in most
of our Utah communities that some
of us g&t the idea that the only way
to go to Sunday school is to walk or
ride in a car. Either of those ways
would be very undesirable to the boys
out in Boulder, Utah, the tiny town
that lies beyond the end of the road.
In Boulder, the choicest way of go-
ing from home to Sunday School is
by horseback.

I was in Boulder early in May and
after Sunday School got a few of the
boys — old and young — to pose for me.
I say old and young because you will
notice on the extreme right end of
the line Mr. John King, a "boy" some-
where around seventy years of age.
But despite his years, how Mr. King
can ride a horse! I met him first as
we were going to Sunday School. He
rode up behind our wagon and we
were all introduced, then he struck
off through the sage at as smart a gal-
lop as any of the boys could have
taken. Later I rode with him from
Boulder to Escalante river, a distance
of more than ten miles and I know

that when it comes to riding a horse
He's still a boy among boys.

Now, of course, there are cars in
Boulder, but how they got them in
I cannot imagine . . . The trail over
which they had to go was so rough
that in places I was tempted to dis-
mount and walk. I am told that when
once a car gets into Boulder it rarely
ever gets out and when it does get out
it has to be helped on its way by
horses.

I was a guest at the home of Bishop
Claude Baker while I was in Boulder
— four others and I, for the Bakers
do not seem to draw a line at num-
bers. Elwood Allred, a member of
the stake presidency ; Joseph Porter.
a member of the High Council; Ray-
mond A. Berry, a writer of western
fiction and I made the trip in to
the little scattered town lying alone
among the boulders of southern Utah.
When we rode up to Bishop Baker's
home, on his horses by the way, which
he had sent down to Escalante river
by his son Ariel, and a neighbor boy,
President Allred proposed that some
of us be sent to another home for the

Sept., 1931

HORSEBACK IN' TO SUNDAY SCHOOL

523

night, but Bishop Baker, in his quiet dred miles from a railroad, far beyond

and final manner said : the end of any road, the program was

"1 think you'd better all stay here." going on much as it was going on in

We did. hundreds of other wards of the

The next morning after breakfast, Church, and in the audience were men,

a team of horses was harnessed and young and old, who had been to the

we prepared to go to Sunday School, ends of the earth carrying the Gos-

A Bain wagon was used as the vehicle, pel of cheer.

as Bishop Baker's car for the time Upon our arrival the regular class

was out of commission and there was work was dispensed with and we were

no mechanic within miles of the place, asked to occupy the time.

I was pleased, for I knew we could The mothers present all received

see the country better from a wagon, booklets for Mothers' Day..

It was a perfect Sunday morning with
lilacs blooming in the yards of the
farms we passed and scores of birds
singing in our ears as the lilacs and
growing things sang to our nostrils,
and the greening fields and blossoms
against hazy mountains sang to our
eyes. As we went along an occasional
car passed us. In every case, whether
the car was loaded to the top or not,
the driver stopped and asked us if
some of us wouldn't like to join him.
Nobody did, of course, for who, on
such a morning, would change a wa-
gon in the open for a closed-in car?
As we approached the school house
where Sunday School was to be held,
we saw boys and men gathering on

I was impressed with the fact that
the Church Sunday School, is reach-
ing into the fastness of the moun-
tains as well as into the great cities
to catch hold of the spirits of
men and hft them to higher levels.

It was a great day for me. During
all my early life I had known just
such Sunday Schools, just such peo-
ple, just such conditions.

"What we can't grow and make we
can do without," Bishop Baker said
simply that day at dinner when we
were served fine beef which had been
preserved in bottles, and fine corn and
other things.

I am certain of this : that . they

horseback and along the row of tie- are growing some fine young people

posts was already ,a string of fine in Boulder and that they are makinp-

looking horses that other riders had some splendid lives for those who live

brought in earlier. _ there. I am convinced that a man

When we got inside we found that has as good a chance of horsebackin'

Sunday School had already com- into the presence of God as he has of

menced. The house was packed. It getting there by any other means of

was Mothers' Day, and a special pro- transportation — perhaps a better

gram was being held. There, one hun- chance.

A Little More or Less

A little more kindness,

A little less creed,
A little more giving,

A little less greed,
A little more smile,

A little less frown,
A little less kicking

A man when he's down,

A little more "we,"

A little less "I,"
A little more laugh,

A little less cry,
A little more flowers

On the pathway of life,
And fewer on graves

At the end of the strife.

-—Selected.

I A L

THE INSTRUCTOR

Formerly the Juvenile Instructor
Organ of the Deseret Sunday School Union

President Heber J. Grant, Editor

George D. Pyper, Associate Editor

Albert Hamer Reiser, Business Manager

Published Monthly at Salt Lake City, Utah, by

The Deseret Sunday School Union.

Price $1.50 a year, payable in advance

Entered at the Post Office, Salt Lake City, as
Second Class Matter.

Acceptance for mailing at special rate eff postage
provided for in Section 1103, Act of October 3,
1917, authorized on July 8, 1918.

Officers of the Deseret Sunday School Union

David O. McKay General Supt.

Stephen L. Richards 1st Asst. General Supt.

George D. Pyper 2nd Asst. General Supt.

John F. Bennett General Treasurer

Albert Hamer Reiser General Secretary

MEMBERS OF THE GENERAL BOARD

David O. McKay Charles J. Ross

Stephen L. Richards Frank K. Seegmiller

George D. Pyper Albert E. Bowen

John F. Bennett P. Melvin Petersen

George M. Cannon Albert Hamer Reiser

Horace H. Cummings George R. Hill, Jr.

Henry H. Uolapp Mark Austin

Howard R. Driggs Elbert D. Thomas

Milton Bennion Joseph Fielding Smith

Charles H Hart George A. Holt

Adam S. Bennion James L. Barker

Edward P. Kimball j. Percy Goddard

Tracy Y. Cannon David A. Smith

T. Albert Hooper George H. Durham

Alfred C. Rees Frederick J. Pack
Robert L. Judd

department associates

Florence Home Smith Tessie Giauque

Inez Witbeck Lucy Gedge Sperry

Marie Fox

Vol. 66

September

No. 9

Teachers and Thirst

Drought had stricken the land,
parching- the fvegetation, (drying up
the streams, scorching the earth and
bringing great fire hazards to the
country. The hope of men had been
blasted by the relentless glare of the
blazing sun, and their souls had with-
ered from the heat.

Then, as the mercury continued to
soar, the humidity rose also. For
weeks in preparation, storms broke
their bonds and rushed to soak the
earth.

After the first deluge of rain had
sunk into the ground, the trees, shrubs
and grass blades lifted their dy'ing
heads and drank thirstily of the de-
scending moisture. Their roots strug-
gled for water and when their stor-
age tanks had been filled to capacity,
they freshened with new life, and with
beaming spirits faced a revived and
smiling world. The fire hazard fell.
Men received new hope ; their souls
expanded, and rejoicing was heard
from all the land. A message of cheer
had cleared the atmosphere, and
brought the solution of the drought

problem.

* * * *

A great spiritual drought has de-
scended in many parts of our country,
searing men's belief in IGod, wither-
ing their souls with parching "winds
or doctrine," and burning up their de-
sire to serve the Lord. The hazard
of crime has been greatly multiplied.

But even as Satan continues to
spread wickedness and falsehoods and
to deceive men, the Spirit of the Lord
is at work. Through His agents,
teachers of His Gospel are "being pre-
pared, as the mediums through which
his practical message of hope, the so-
lution to all earthly and spiritual pro-
blems, may come. They are the hu-
man "atmosphere," attuned to God's
will. They teach the youth of today,
bringing fresh courage and reviving
the drooping spirits of men.

After the teacher catches the inter-
est of his students, he must proceed
to give them spiritual moisture, so
they will look up to the Author of all
things, with new yearnings for truth.
They must be taught to seek for new

Sept., 1931

EDITORIAL

525

light and knowledge, in the field of
everyday life, and also in religion. The
teacher must nourish their tender
roots with knowledge, that they may
get wisdom and understanding to hold
for future use, the message of life.

Then it is the teacher's privilege to
watch the pupils he has nutured lift
smiling, confident faces to a beautiful
world. When a student understands
a principle of the Gospel, his vision is
broadened, and the results of it show
in his acts and speech. The Lord's
message, coming through a pure chan-
nel, has reached and touched a human
heart for good.

New strength through obedience to

Gospel laws ; new health mrough liv-
ing God's law of health ; faith and
courage through prayer and sacrifice.
These and many other beneficiial re-
sults follow the teacher's work, spread-
ing the message of peace and right-
eous living through all the land, re-
ducing the crime hazard, the power of
IvUcifer, and the glaring heat of false
doctrine, and preparing the world for
• the millennium — now.

May the teacher, then, ever be at-
tuned to the Spirit of the Lord, that
there may be no drought of spiritual
moisture for his tender mortal charges
-^the youth of Zion.

— Weston N. Nordgren

Defense Against Air Attacks Impossible

The results of the air maneuvers
over London in 1928 are described by
Stuart Chase in "Men and Machines"
as follows :

"Seventy-five airplanes, each carry-
ing 500 pounds of 'bombs,' swooped
down upon the city from the northeast.
They were met by an equal number of
defense planes, by batteries of anti-
aircraft guns, by an extensive balloor
system — by every known device for
defense against an air attack. But
within less than thirty minutes after
crossing the coastline, the defense
planes had been ieluded, the attack
had centered directly over London,
'bombs' had been dropped on prede-
termined targets * * *

"Every specified objective was
bombed. Fifty thousand pounds of
theoretical explosives were dropped
through 16,000 feet, with the accuracy
of gun fire. Had these twenty-two
tons of bombs been filled with diphenyl
chloroarsine, half of the population of
London would have been wiped out :
3,750,000 men, women, and children,

according to the calculations of the
judges. Fifty tons of gas, an amount
readily negotiable by a force of 200
planes, would have destroyed every
living thing in the London area. * * *

"The only way to keep airplanes
out of a metropolitan area is to have
enough anti-aircraft guns to fill 400
cubic miles practically solid with steel
splinters and T. N. T. Defense by
home airplanes is almost equally futile.
There is too much space through which
the attacker can slip. * * *

"Military strategy, however, has an
easy answer to the problem * * * The
best defense is offense. And so, the
instant the thousand planes leave Ham-
burg for the cities of England, fifteen
hundred planes leave London for the
cities of Germany. Their ways may
cross, but owing to the slipperiness
of space and the haste of each squadron
to reach its appointed power house or
Treasury building on schedule, the
casualties will be few, and the end of
two civilizations, instead of one, not
long delayed.

Life is not so short but that there is always time enough for
courtesy. — Emerson

By J. M. Sjodahl

The Financial Debacle

The situation created by the re-
cent financial difficulties in Germany
still holds the attention of those who
are interested in the signs of the time.
Will Germany be able to stand against
the radical onslaught? That is the
momeritous question.*

The recent financial trouble in Ger-
many began with the failure of one of
the principal banks in Austria. That
crash which came as a thunderbolt out
of a clear sky caused a panic among
bank depositors in several countries,
including iGermany. They argued
that if a bank as strong as the Austrian
institution was supposed to be could
fail without warning, no bank is safe.
Then the depositors in Germany be-
gan to demand their money. Like an
avalanche the panic rolled on. The
Reichsbank paid out a billion marks in
gold. But the pressure did not cease.
Shortly before midsummer. President
Hoover was given to understand, by
advices from Berlin, that a morator-
ium would be necessary. He readily
responded. Some think that- if the
proposition had been carried out im-
mediately normal conditions would
have been restored, because confidence
in the bank system would have taken
the place of doubt and hesitancy in
the public mind ; but the French Gov-
ernment started a long discussion, and
while this was going on some Hungar-

*0n August 9, the Bruening govern-
ment, in a plebiscite in Prussia was sus-
tained by a vote of 13,449,000 against 9,-
793,000. That was an overwhelming vic-
tory for the German republic. At the
same time thousands cheered public speak-
ers at Coblenz, in the Rhineland, who
urged Germany to follow a policy of re-
concihation with France and peace with
all the world. That ought to have some
weight with public opinon n France and
facilitate the deliberations of the arms'
conference to be held next February.

ian and some Austrian banks went to
the wall. This did not help the gen-
eral situation.

Friction Continues

The discussions that afterwards
took place in Paris between leading
statesmen concerning the financial cri-
sis revealed some reasons why France
hesitated to lend a helping hand. It
was, at least indirectly, ^pointed out
that the proposed business union be-
tween IGermany and Ausitria (might
become a politicalmenace to France ;
also that a nation unable to pay its
debts is very unwise in -building costly
battleships such as the Deutschland ;
also that the radical agitation, the out-
come and results of which were then
unknown, naturally jeopardized in-
vestments in the country. And then.
Frenchmen do not forget that they, in
1871, were compelled to pay Germany
five billion francs for a war that had
lasted only six months, in addition to
giving up the provinces of Alsace and
Lorraine. Even the Manchester
Guardian, an eminently fair and con-
servative, as well as influential journal
characterizes these recent achieve-
ments of Germany as "poor states-
manship."

Still, the German government fis
anxious to bring harmony in the re-
lations with France, and that country
would do well in meeting the friendly
overtures half way. France and Eu-
rope and all the world for that matter,
needs a strong, prosperous and peace-
loving Germany, where the Lord has
placed it on the map, as a bulwark
against the organized forces of an-
archism and atheism that seem to be
gathering strength for a final assault
upon the human family.

Agitation in America
When speaking of unbridled radi-
calism, we need not refer only to for-

Sept, mi SIGNS OF THE TIME 527

eign countries. Mr. John Herrick, a out of every nation under heaven ; and
known journalist, wrote on August 6, it shall be the only people that shall
that communistic agitators and propa- not be at war one with another."
gandists responsible for the recent out- In reading this, we sometimes, un-
break in Chicago, as well as distur- consciously, omit the little word "one"
bances in other sections of the country, We read, "the only people that shall
are carrying on their activities almost not be at war with another"— meaning
unhampered. It is said that there are another people. But that is not the
over 500,000 communists in this coun- correct reading. It tells us rather that
try who are sowing unrest among the while nations of the world are torn
people, with a revolution as the final and crushed by internal strife and con-
object in view. flicts, the people of God, his Zion, the
And that their activity is not confin- Saints of God, gathered out of all na-
ed to the unemployed laborers is evi- tions, will enjoy peace and brotherly
dent from the fact that a strike was love. They will respect the rights of
declared on August 8, at Boulder City, man, as defined in the Declaration of
by workers on the Hoover Dam, on Independence and the Constitution, as
the alleged grounds that wages had well as in the laws and covenants of
been reduced and that the heat was the Church. That seems to me to be
unbearable. President Wattis of the the plain teaching of this revelation,
construction companies denies the state- Without a Zion of peace and justice
ment that the wages have been reduc- and righteousness, the world would be
ed. And as for the heat, everything lost in violence,
possible has been done to protect the „ ^
workingmen. The company has lost, ^^^ Depression
it is true seven men by heat, but that We are hearing a great deal about
is not a high number considermg the depression and lack of employment,
unusual conditions and the abnormal and that is no wonder. The industrial
temperatures this summer. It is easy world has been passing with great ra-
to believe that agitators from the out- pidity from the age of manual labor
side have fomented the t'rouble. and slow production to the age of
At all events, agitation is being car- steam and electricity. The working-
ried on among laborers, in schools and men have not had time to accustom
colleges and even among the armed themsleves fully to the tremendous
forces m this country, all with more change; nor have the leaders of in-
or less success. dustries fully learned to adjust their
The Outcome machinery to the actual needs of the
,T„ ^ Mwu * u :> present. The speedy machines are be-
What will the outcome be? ■ ^^^^^^ ^^^^^^^ ^^^ individual
I am not prophesying, but the Lord g^^ ^^^ no adequate provision has
tells us through the Prophet Joseph ^, ^ been made for the millions
(as recorded in D. and C. Sec. 45 : „,Vinrr> fti« ^^r^,- ^^,,^i„:^„ • u
68-71) that the time will come among TendTreH .^^.^rflZr ^l^^^^^^ M "^^
the wicked, when "every man that will ^Sst k, .oZh'^ t^T; ^^'' P^°^^'"^
not, take his sword against his neigh^ ^ Ltrn^do no^t^^^^^^^
bor — please note that it does not read t , , • .
"against foreign nations" but "against . ^ was looking at a picture this morn-
his neighbor"— "must needs flee to ^^S- In the fore-ground there was a
Zion for safety." Does not this plain- ^^f^ Viking ship with a single mast
ly refer to a condition of chaos in the ^^^^ ^ail, a crude oar for rudder, and
world, during which neighbors will ^^^7 ^^^^^ shelter against wind and
fight one another ? Let us read again : waves,
"and there shall be gathered unto it On the side of it was a large steam-

528

THE INSTRUCTOR

Sept., I9SI

ship, with all its modern appointments.
I was thinking. What would have
happened, if, in the Viking age, such
a steamship would have appeared sud-
denly, and the Vikings, very efficient
both as sailors and fighters in their
own primitive ships, had been trans-
ferred to the steamship to navigate it?

They would have been as helpless
as children. It took centuries to evolve
the steamship and fit seafarers, navi-
gators, engineers, etc., as well as the
public for this new marvel of human
ingenuity.

It will take a long time, too, before
man will be as used to air navigation,
as he is to steamships and railroads.

But in the industrial world, the

transition from hand to machinery
from ox-team to rail and air routes,
has been very rapid. We have step-
ped from the sailboat, as it were, to
the steam boat too fast, and therefore
so many things seem to be inexplicable
even unnatural. Time may bring the
needed adjustment.

In the meantime, it is our mission
as the Church of God, as bearers of
the Priesthood, to exemplify peace,
justice and righteousness, to be sta-
bilizing factors in the world of un-
rest, while we are preparing the way
for the more perfect conditions that
will prevail when the kingdoms of the
earth shall have become the kingdom
of the Son of God.

A Two~and-a-Half Minute Talk

Why Latter-day Saint Principles and

Practice of Temple Work are powerful

Instruments of Conversion

Peter 4th Chapter 6th Verse: "For this
cause was the gospel preached also to
them that are dead, that they might be
judged according to men in the flesh,
but live accordimg to God in the spirit."

The nearest any other church equals
ours, is by selling pardons for the dead,
to their living friends. Ours is the only
church, which admits of salvation for the
dead of ages past. Students who study
the Bible and look for the things prom-
ised there, in a church on earth, leaders
inspired by the Spirit of Elijah, find in the
Latter-day Saint Church, both the things
they are seeking — -salvation for the dead,
and a practical and beautiful way of ac-
complishing it.

Matthew Chapter 16 Verse 19: "And
I will give unto thee the keys of the
kingdom of heaven, and whaitsoever thou
shalt bind on earth shall be bound in
heaven and whatsoever thou shalt loose
on earth shall be loosed in heaven,"

If the Bible means anything, this verse
means everything to those who have au-
thority. To them it promises not a here-
after of a hazy, indistinct life; but a fu-
rure of natural and individual happiness.

Mourners, seeking comfort after the
'oss of a loved one, find in our religion

the promise of a happy hereafter, where
with the ones they love best, they may
go on progressing and (reach infinite
heights of development.

The whole principle is explained in
Malachi, Chapter 4, Verses 5 and 6: "Be-
hold I will send you Elijah, the prophet.,
before the coming of the great and dread-
ful day of the Lord; and he shall turn
the heart of the fathers to the children,
and the heart of the children to the fa-
thers, lest I come and smite the earth
with a curse."

Scientists throughout the earth, give
their lives to establish a principle that
will benefit the future generations. This
exemplifies in a grand way, the turning
of the hearts of the fathers to the chif-
dren.

Others study ancient volumes, unearth
buried cities and explore waste countries,
to find some trace of genealogy. For
example, the history of the ruling house
of England has been (traced back to
David, son of Jesse and king of the Jews.
This is a great example of the hearts of
the children being turned to the fathers.

The Latter-day Saint Church is the
only one on the earth, which makes
allowance in its fundamental principles
for this modern driving force among man-
kind.

— Mildred Litchfield (age 13)
Raymond, Alberta, Canada.

S<yNDAYSCHO(3lL

Superintendents

Gefieral Superintendency : David O. McKay, Stephen L. Richards and Geo. D. Pyper

Prelude

Moderate.

Tract Y. Cannon.

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SACRAMENT GEM FOR NOVEMBER, 1931

Rev'rently and meekty now

Let thy head most humbly bow;

Think of Me, thou ransomed one.
Think what I for thee have done.

Postlude

CONCERT RECITATION FOR NOVEMBER, 1931

(John, Fourteenth Chapter, Twenty-Sixth Verse)

"But the Comforter, which is the Holy Gho«t, whom the Father will
send in my name, he shall teach you all things, and bring all things to your
remembrance, whatsoever I have said unto tyou."

530

THE INSTRUCTOR

Sept., mi

HOW TO COLLECT THE 1931 DIME
FUND

The Day:

Sunday, September 20, 1931, is the day
set for the collection of the 1931 Dime
Fund in the Sunday Schools of the
Church.

Envelopes:

A supply of envelopes sufficient to pro-
vide one for each person enrolled is sent
to each superintendent in plenty of time
before the collection day to allow for dis-
tribution to the pupils in the classes. If
more envelopes are needed, they may be
obtained from the Stake (or Mission)
Superintendent of Sunday Schools.

Methods:

Two methods have been used in col-
lecting the Fund.

In schools which use the first method
the teacher receives from the superin-
tendent a supply of envelopes on Sun-
day, September 13, 1931, the Sunday pre-
ceding the Dime Fund iCollection day.
Near the close of the class period the
teacher distributes the envelopes, being
sure that each pupil present receives one,
and having envelopes for the absent mem-
bers delivered to their homes by friends
or neighbors. The teacher asks each to
return next Sunday with the contribution.
At this point various means can be used
to help pupils to remember to bring the
contribution next Sunday. The teacher
may suggest that the envelope be put in
a conspicuous place at home where it will
be seen many times during the week as a
reminder. A friendly inter-class contest
for the honor of being the first class to
report 100% contribution can be arrang-
ed and the classes left to organize them-
selves and make their own arrangements
looking to winning the honor.

Honorable mention in "The Instructor"
will be given all Sunday Schools all of
whose classes report 100% collection
completed on September 20, 1931.

The second method of collecting the
Fund involves the preparation of a good-
will letter addressed to every family in
the ward by the superintendency. In this
appreciation is expressed for the interest
manifested in the Sunday School and a
statement is made of the purpose of
the school and the ambitions of the
officers and teachers for it. Parents and
children are asked, if they will show their
appreciation for the Sunday School by
placing a contribution of ten cents each
in the envelopes provided. Enough en-
velopes are enclosed to provide one for
each member of the family. The letter
further states that a representative of the

School will call at a stated time and on z.
given day to receive the family's contri-
bution. Because dishonest strangers take
advantage of this arrangement in popu-
lous centers, it is necessary to caution
members making their contribution in
this way not to deliver it to a stranger
unless he displays a certificate signed by
the Sunday School superintendency au-
thorizing him to receive these contribu-
tions.

This method has been used with
marked success. If the ward is divided
into convenient districts which are not
too large, and a Sunday School officer or
teacher assigned with a member of an
adult class to each district, the collection
of the Fund can be made the occasion for
a good-will visit designed to win the
members of the family to active and reg-
ular attendance and participation as mem-
bers of the Sunday School.

It can be made an enrollment, attend-
ance and Dime Fund collection campaign
all in one.

If the month of September is devoted
to systematic effort in this direction the
Dime Fund collection can be closed up
within the month and the increase In en-
rollment and attendance which generally
comes in the Fall' can be permanently
established.

The Standard:

The standard toward which all schools
work in the collection of the D'ime Fund
is 100% of the enrollment. Opportunity
is given the ward superintendency and
the Stake Superintendency to set what
they regard as a fair enrollment basis for
this purpose and the General Board ac-
cepts the basis thus agreed upon. Some
stakes adopt the basis submitted by the
General Board during the summer when
the lists of superintendents, taken trom
the annual report of the year before, are
returned to the Stakes for revision. This
basis is the total enrollment reported
upon the annual report of the preceding
year, with the cradle roll deducted.
Other stakes revise this figure either
upward or downward to make it show
the actual enrollment at the time of
revision. Some choose to take the actual,
bona fide enrollment as of the Dime Fund
collection day. (This year, September
20, 1931.)

Close Up the Business in September.

The ideal has been held out for many
years that the Dime Fund is best col-
lected in one determined effort and closed
up promptly. It is not the policy of the
General Board to dun wards and stakes
for the collection. The wisdom of this
policy has been repeatedly aemonstrated

Sept.. 1931

SUPERINTENDENTS

531

by the liberal and prompt response of the
wards and stakes which makes it possible
to close up the collection in a short time.

How to Remit:

Aim to remit by check or money order
the complete collection to the Stake Sup-
erintendent or to the person he may
designate. Make it a point to do this
before the end of the month of Septem-
ber. The best practice is to remit the
Fund as it is collected and thus leave no
funds to accumulate, for this practice
brings with it danger of loss or confu-
sion which 'is always 'unpleasant and
unbusinesslike. The Stake Board will
issue receipt to you for every remittance
you make. The school should rennit all
the Fund collected whether more or less
than 100%.

UNIFORM LESSON

For Sunday, November 1, 1931

Character Development Through the Ob-
servance of Fast Days

Objective: To teach that fast days
have been instituted for the blessing of
the people.

I. Observance of fast days contributes

to character development.

Places body in subjection to spirit.

Assists in control over bodily ap-
petites.

Insures increased spiritual strength

and power.

Develops humility and sincerity.

Increases sympathy and charity for

fellows.
II. Practices Instituted of the Lord

among his people are always for

their good.
III. Special occasions of fasting and

prayer.

IV. Fast offerings as a means of relief
for the poor.

V. Proper fast day observance.

VI. Home encouragement of fasting.

Additional Material
Character divelopment:

"The spirit is often fettered by the
grossness of the body; fasting diminishes
bodily excesses and in this way gives the
spirit an opportunity for strength and for
communion with the Holy Ghost and the
Spirit of God, which no other process
could accomplish. By continual prayer
and periodical fasting, humility and
strength are acquired; and the spirit in
man is humbled and placed in harmony
with the spirit of God, so that sweet com-
munion and interchange take place, and
strength is imparted to the spirit of man.
This fact is set forth by Jesus in connec-
tion with the incident of casting out an

evil spirit. His disciples, asked why they
had not power to cast him out. He said
it was because of their unbelief, but added
'Howbeit, this kind goeth not out but
by prayer and fasting'— Matt. 17:14-21."
M. I. A. Manual 1907-8.

Special Days of Fasting and Prairer:

In the fourth chapter of Esther we
read how the beautiful, patriotic and un-
selfish Hebrew heroine called upon her
people to fast for three days for a favor-
able outcome when she should appear be-
fore the king uninvited, and in peril of her
life. Her errand prospered and the cap-
tive Israelites were given a new freedom.

Later we read how Ezra called a fast
among the Jews returning to Palestine
after their long captivity, that they be
protected in their hazardous journey
across great desert stretches infested with
numerous outlaw bands. The Lord recog-
nized their humble appeal and Israel was
prospered on its journey. (Ezra 5:21.)

In this issue of The Instructor will be
found details of a special fast called by
the Presidency' of our Church in 1889 for
the deliverance of the people from the
hateful spirit of oppression by which they
were almost overwhelmed.

Also in the October issue of The In-
structor will be found an interesting
proclamation of a day of humiliation,
fasting, and prayer issued by Abraham
Lincoln during the darkest period of the
civil war.

The Lord has abundantly vindicated
his promises to hearken unto the humble
and sincere petitions of His children.

Home Encouragement :

It is reported that in a certain Sunday
School in which fasting and testimony
bearing were being encouraged on fast
days several pupils had offered as an
excuse for failure to fast, the fact that
breakfast had been served and they had
forgotten that it was fast day until after
they reached Sunday 'School. Finally
one little girl arose and innocently
enough remarked that they were "not
tempted to eat" in her home on fast day
as breakfast was not served.

Let us encourage our children to ob-
serve fast days that they may obtain the
blessings that attend obedience to this
principle. While we do not wish to deny
food to those who want it, yet we do not
need to "tempt" them by setting before
the family an enticing breakfast wholly in
disregard of the inspired teachings of the
church.

A Special Day of Fasting and Prayer

During the eighties the Mormon people
in Utah endured some of the bitterest

532

THE INSTRUCTOR

Sept.. 1931

opposition ever directed at this Church.
The Latter-day Saints were reviled and
maligned throughout the nation to the
extent that individual members of the
Church expected abuse from non-mem-
bers at almost every contact, whether at
home or abroad.

In the year 1887 Congress passed a
law confiscating the properties of the
Church and the disfranchisement of the
entire people was threatened. The people
were oppressed almost to despair when
near the close of the year 1889 the Presi-
dency of the Church called upon all mem-
bers to set apart and observe Monday,
December 23, 1889 "as a day of fasting
and of solemn prayer."

"All the Latter-day Saints throughout
these mountains are requested to join in
supplicating the Lord, on that day, for
His Holy Spirit to be poured out in great
power upon His servants and all the
Saints, as a witness that He is still with
them. Also that the enemies of Zion may
be confounded in their wicked works and
designs, and that the hearts of the rulers
and people of this nation may be soften-
ed, to the end that they may be induced
to _ deal justly and mercifully with the
Saints, and be willing to hear our cause
and grant to us those rights and privi-
leges which belong to citizens who are
true to the Constitution and institutions
of the United States.

"All this should be done in the spirit
of meekness and faith. There ought to
be no expressions or desires for wrath
and judgment upon these who have per-
secuted, reviled and falsely accused us
and who seek to oppress us, t»ut rather
that they may turn from their wicked
ways and be led to do right.

"That our God is approachable and
ready to hear and help His people when
they draw near to him aright, has been
abundantly demonstrated in our chequer-
ed experience. Let us come to Him
on this occasion unitedly, as directed by
His servants, and we shall receive an-
other proof of the truth of the doctrine of
His Son: 'When two or three of you
are agreed touching anything, and ye
ask it^in my name, it shall be granted unto
you.' 'Ask and ye shall receive; seek and
ye shall find; knock and the door shall be
opened unto you.' "—The Deseret Weekly,
Dec. 21, 1889, p. 811.

The following is quoted from an edi-
torial in the "Contributor" of January,
1890:

"The First Presidency of the Church
of Jesus Christ of Latter-day Saints, set
apart the anniversary of the birthday of
the Prophet Joseph Smith, !December
23rd, as a day of fasting and prayer.

The fast was generally observed through-
out all the settlements of the Saints in the
Rocky Mountains. It was a day that will
long be remembered, and one fraught
with important results to the Latter-day
Saints. All business affairs Were laid
aside, and, unitedly, a whole people ap-
proached God through the open door of
prayer, having first prepared themselves
by fasting. The fast began at sundown
on Sunday and lasted till sundown on
Monday. * * * In all places heard from
throughout the length and breadth of
Zion large congregations assembled, and
a spirit of peace and quiet prevailed,
which was only equalled by the confi-
dence manifested in the promises of
Jehovah to the faithful, that He will
hear and grant their righteous petitions.

"Only on very few occasions before
have the Latter-day Saints, thus univers-
ally at one time come before the Lord in
fasting and prayer, but on each of these
the clouds which overshadowed them were
lifted, the sun of joy and prosperity shone
in upon them. It will be so this time and
though there may be some sad scenes and
tpang days, the result will be greater
light, advancement and glory to the
church of God. * * *

"The lessons learned by this day of
fasting and prayer should long De re-
membered by the children of Zion. The
spirit obtained by those who participated
should be retained, by proper conduct be-
fore the Lord, and there can be no doubt
as to the results. The twenty-third day
of December, 1889, marks an important
epoch in the history of the Latter-day
Saints."

When we scan the history of this peo-
ple for the few years following the pub-
lication of the above we recognize that
the predictions contained therein were
truly prophetic.

It was only twenty-seven months later
that the first presidency of the Church
issued an address from which the follow-
ing is quoted:

"To the Latter-day Saints in Zion and
throughout the World.

"Beloved Brethren and Sisters. A
little over two years ago we 'were im-
pressed to call upon the Latter-day Saints
to set apart a day for fasting and solemn
prayer unto the Lord. Our position at
that time was such that it seemed as
though no earthly power could deliver
us from the evil which environed us and
which threatened our overthrow. Turn
which way we would, every avenue seem-
ed closed against us. Human help was
beyond our reach. Our eyes and hearts,
under those circumstances, turned to the

Sept., 1931

SUPERINTENDENTS

533

Lord as the only power to which we
could appeal for succor. Do we say too
much when we testify that the Lord did
on that occasion condescend to hear and
answer the supplication of His people?

"Their humiliation before Him was
not without its fruits. If the objects
which were suggested in our circular
letter at that time to be prayed for be
examined, the results will show how won-
derfully the Lord has granted the prayers
of His people?

"In view of this, and the great mercy
shown unto us by our Father in Heaven
in permitting us at our recent General
Conference, to lay the topstone of the
Salt Lake Temple with shouts of Ho-
sanna to God and the Lamb, it has sug-
gested itself to us that it would be most
appropr'-'te for the Latter-day Saints to
gather in their various places of worship,
on Sunday, the first day of May, 1892,
and in fasting and prayer offer up to the
Most High their heartfelt and solemn
thanksgiving for His goodness and mercy,
which He has shown unto them, and the
deliverance that He has wrought out in
their behalf."— The (Contributor, Vol.
XIV. p. 280.

The Lord has continued to bless and
prosper this people in a most extraordin-
ary manner, and it behooves young and
old to keep before their minds the source
of all the bounties we enjoy that we may
be ever ready to manifest our humble
gratitude for them.

TWO AND ONE-HALF MINUTE
TALKS

For November
Book of M,ormon

What the Savior Taught the Nephites:

Lesson 33 — as well as lesson preceding
— tell of many things the Savior taught
the Nephites. In this address, name
briefly the most important. Tell what
efifect His teachings had upon the Ne-
phites.

The Last of the Nephites:

Explain briefly the events which led to
the last battle between the Nephites and
Lamanites and the outcome. What hap-
pened to the valuable records these peo-
ple had taken such great care to pre-
serve. Try to help your audience to see
the tragedy brought into the lives of these
people by disobedience and to feel the
pathos of Moroni's life.

Old Testament

Elijah and Elisha:
These two men present an interesting

study (1) points of likeness and (2)
points of difference. Lesson ZZ supplies
many details.

Israel and Judah:

These two Kingdoms present an in-
teresting study (1) of points of likeness
and (2) points of difference. What great
characters did both Kingdoms look to as
their founders and patriarchs? Make
clear that they had in great part history
and traditions in common, a common re-
ligion. Disobedience was at the root
of the failure of each. Assemble other
points of likeness and also points of dif-
ference.

Missionary

Faith and Repentance :

Explain the relation of faith and re-
pentance to the development of spirit-
uality.
Baptism and the Holy Ghost:

Explain the purpose of baptism and its
relation to the Holy Ghost. Also explain
the function of the Holy Ghost.

New Testament

Property — As Means to Spiritual Ends:

Dr. Thomas Nixon Carver, of Harvard
University, in a very stimulating: book
entitled, "the Religion Worth Having,"
emphasizes the value of what he calls,
"The Work Bench Philosophy," the fun-
damental purpose of which is to encour-
age men to work diligently to acquire
knowledge, skill, wisdom, and property
to be used to gain more knowledge, skill,
wisdom and property as means of devel-
oping all the creative powers of men
which contribute to the attainment of
perfection. He stresses the fact that
property, wealth and riches are to be
used to develop perfection in men and
not used to best advantage when regard-
ed as means of gaining sensual gratifica-
tion and enjoyment. This latter he des-
ignates as the end and purpose of a "Pig-
trough Philosophy."

With this point of view and with the
aid of the practical details suggested in
the lesson on this subject, aim to de-
velop a sound attitude toward the use
of property as a means of developing
sniritnality and undertake to infuse this
attitude into your audience.

Justice :

Consider this as an attribute of Deity
and make clear what the Gospel teaches
on this .subject. See D'oc. and Cov. 130:
20, 21; also 88: 36-45; 132:5. How is the
doctrine of free agency related to this
subject? What effect does this nrinciple
have upon individual responsibility?

SEC

ARIES

A. Hamer Reiser, Generai Secretary

NEW MONTHLY REPORT

A new Sunday School Monthly Re-
port Form is being prepared and will be
ready for use in September. It is im-
portant that every Sunday School be re-
ported upon one of these forms for the
month of September, 1931, and for every
month thereafter.

To facilitate the use of this report by
every Sunday School a few sample forms
will be delivered to every State Secre-
tary for distribution to every Ward Sec-
retary.

This report is the simplest ever used
in the Sunday Schools. It is really a
brief summary of the minutes of the
Ward Sunday School sessions for the
month. No percentages need be figured.
Enrollment and attendance statistics are
called for in terms of actual numbers and
not percentatjes. There are no charts or
graphs to prepare.

Every secretary will need to have a
good watch or clock available so the ex-
act time of starting Sunday School can
be recorded and so the time allowed for
singing practice and class work can be
accurately measured every Sunday.

Every secretary will need to count all
persons who come in late as well as count
all persons present rather than to get
figures on tardiness and total attendance
from the rolls. The reoort will be pre-
pared in triplicate. The original and
duplicate are to be sent to the stake sec-
reary on the last Simdav of the month.
Th° triplicate is to be retained in the files
of the ward secretary.

The stake secretary will retain the
duplicate and will forward to the General
Secretary all originals. The reports of
the individual Sunday Schools will not

need to be recapitulated upon a stake
monthly report as heretofore, but the
stake secretary will be asked to make
written memoranda on the back of each
ward report for the information of the
General Secretary, calling attention to
any special developments or unusually
interesting features contained in the re-
ports. The Stake Secretary will also
include with each set of ward report
originals sent to the General Secretary,
the names of schools for which report
was not received together with the name
and address of the superintendent and
secretary of such schools.

It is expected that this report will give
the Stake and General Board accurate
and complete first-hand information about
the status of every Sunday School in the
Church every Sunday. Inferentially it
will reveal the characters of Sunday
School workers and something of the na-
ture of the work they are doing.

Because the report is so simple, being
merely a short abstract copied from the
minutes of the Sunday School sessions of
the month, it is confidently expected that
a report will be received from every
school every month. Every effort will
be made to have report forms in the
hands of every secretary so there
can be no failure to report on this ac-
coimt. If, thereafter, a report is not re-
ceived, it can only be because the sec-
retary is incompetent to prepare even
so simple a report, or because there is
no secretary, or that no minutes have
been recorded. Any of these conditions
is serious and should be promptly rem-
edied. Superintendents of Sunday Schools
not reporting will be responsible for the
failure and they will be appealed to to
correct conditions.

L I B R^Aj R I

E S

T. Albert Hooper, Chairman; A.
THE BIBLE PICTURE BOOK

Teachers in every field have discovered
that visual education added to oral edu-
cation makes their teaching many times
more eflFicient. Our Sunday School teach-

m^^^x^m m m

Hamer Reiser and Charles J. Ross

ers should always be on the lookout for
suitable pictures with which to enrich
and fortify their lessons. Many beauti-
ful pictures are available.

There has recently come to my desk
one of the best contributions to the

Sept.. iQp

LIBRARIANS

535

teaching of Bible Lessons, that it has
been my pleasure to examine. This is
a book 7^^x10" and containing 200 pages.
Half the pages, or one hundred of them,
contain a full page picture illustrating
some Bible lesson. They are in full color,
printed on a high grade of enamel paper
which brings out all the beauty and rich-
ness of the colors used. The opposite
page contains a brief story of the sub-
ject of the picture. One half of the pic-
tures are of Old Testament subjects and
the other half cover the New Testament.
Each picture is indeed a work of art and
would delight the teachers and pupils of

any class where it might be shown.

This wonderful book, the title of which
is "The Bible Picture Book," by Muriel
J. Chalmers, is published by Thos. Nel-
son Sons Company of New York and
sells for $5.00, just 5c each for the won-
derful pictures it contains. It may be
obtained of the Deseret Book Company
of Salt Lake City at the pubHsher's price.

We recommend this book most high-
ly to any of our teachers of classes study-
ing Bible lessons and suggest that each
Sunday School can well afford to have a
copy in their library where it will be
available to the teachers at all times.

— T. A. H.

CHORISTERS AW) ORGANISTS

Edward P. Kimball, Chairman; Tracy Y. Cannon, Vice Chairman; P. Mehin Petersen

and George H. Durham

THE PURPOSE OF MUSIC IN THE

ADMINISTRATION OF THE

SACRAMENT

Frequent partaking of the bread and
water in the Holy Ordinance of the Sac-
rament is a paramount necessity for ev-
ery Latter-day Saint. This ordinance is
a connecting link between us and the
great atoning sacrifice of the Christ, for
we eat and drink in remembrance of His
broken body and spilt blood which I-Te
freely gave that we might have eternal
life. What overwhelming love prompted
this priceless gift of eternal life to man-
kind!

By partaking of the Sacrament we wit-
ness before God and our fellowmen that
we will always remember Him, that we
will willingly take upon ourselves His
name, thus signifying that we will serve
Him with faithfulness and devotion and
keep his commandments; and if we par-
take of the Sacrament frequently and wor-
thily, the promise is given that we shall
always have His Spirit to be with us.
What greater gift can come to us than
the continued presence of the Holv
Ghost?

With the thought of intensifying the
spirit of reverence and devotion in the
hearts of the Saints when they partici-
pate in the sacramental ordinance, the
custom of playing soft music on the or-
gan during the passing of the bread and
water has been developed throughout the
whole Church. In many instances the
music has been rendered on the piano,
or bowed instruments or even those in-

struments associated with jazz music. It
has also been played very indifferently
and the type of music selected by the or-
ganist has often betrayed an utter lack
of appreciation of the real purpose of us-
ing music in the sacramental service. Un-
less this purpose is thoroughly compre-
hended by those responsible for the sac-
ramental music, it would be far better
for the congregation to sit in silent medi-
tation than to be distracted by music
that is irritating and foreign in spirit to
the occasion.

By rdhering to the following funda-
mentals in the selection, preparation and
rendition of sacramental music, any cap-
able organist should be able to attain re-
sults that will enhance the beauty of this
service:

I. Selection of Music.

a. It must be devotional in spirit
and character.

b. It must be beautiful.

c. It must be free from secular and
other distracting associations.

II. Preparation:

a. Notes, rests, accents, rhythms and
all mechanics of the music must
be thorouehly mastered.

b. Registration which means use of
various kinds of steps on the or-
gan both speaking and mechanic-
al, must be worked out so as to
give variety, interest and added
beauty to the music.

c. Interpretation, that is. a study of
crescendos, diminuendos, phras-
ing, climaxes, etc., must be pur-

536

THE INSTRUCTOR

Sept., 1931

III.

sued until the inner spirit of th^
music is so thoroughly a part of
the performer that it literally ra-
diates from him when he renders
on his instrument.

Rendition.

a. It should be played on an instru-
ment that can make the rendition
devotional. The organ best meets
this requirement.

b. It should be rendered in an un-
obtrusive manner.

c. The performers, whether singers
or instrumentalists should be as
little in view of the congregation
as possible. This musical source
is designed to glorify the sacri-
fice of Christ; let the performer's
personality sink into the back-
ground.

GOSPEL ilQiOCTRINE

General Board Committee: George M. Cannon, Chairman; George R. Hill, Jr., Vi^e
Cluiirnmn; Howard R. Driggs and Frederick J. Pack

LESSONS FOR NOVEMBER

First Sunday, November 1, 1931

Uniform Lesson. Subject: "Char-
acter Development Through the Observ-
ance of Fast Days." (See Superinten-
dents' Department for outline.)

Second Sunday, November 8, 1931
Lesson 35. Obedience.

Text: Gospel Doctrine Lesson, No. 35.

Objective: To intensify the desires of
the students to respond to the calls of
those in authority.

Suggestive topics for assignment:

1. Outline the scope of voluntary ser-
vice being done in our Church and com-
pare it with that of other Christian de-
nominations.

2. Explain Latter-day Saint beliefs re-
lating to obedience to those in authority.

3. Account for the enormous amount
of voluntary service in our Church.

Suggestive topics for class discussion:

1. Point out examples of benefits which
have come to people of your acquaintance
because of their obedience to the calls of
those in authority.

2. Give reasons why one should always,
when possible, obey the call of the
Church.

3. Point out ways io v/hich the Mor-
mon conception of obedience has brought
about improved conditions in your ward.

4. What effects does this principle have
on the home.

TWrd Sunday, November 15, 1931
Lesson 36. Resurrection.

Text: Gospel Doctrine Lesson No. 36.

Objective: Belief in a resurrection is

a product of faith, not learning.
Suggestive topics for assif;nment:

1. Explain the Latter-day Saint doc-
trine regarding the resurrection.

2. Explain prevailing beliefs outside of
our Church regarding it.

3. Support the statement, "there is no
justification of the contention that
scientific research disproves the resurrec-
tion."

4. Review the accomplishments of great
scientists who subscribe to Christian doc-
trine.

Suggestive topics for class discussion:

1. Tell the story of the resurrection
of Jesus.

2. Show earthly benefits which follow
a belief in a resurrection.

3. Give examples of where assurance
of a life hereafter has followed faith and
prayer.

4. Present scriptural support for our
belief in the resurrection.

5. Why does it seem reasonable that
the dead will rise again?

Fourth Sunday, November 22, 1931
Lesson 37. The Hereafter.

Text: Gospel Doctrine Lesson No. 37;
Doctrine and Covenants Section 76; Doc-
trine and Covenants Commentary, Sec-
tion 76.

Objective: The mortal conduct of each
of us determines our station in the next
life.

Suggestive topics for assignment:

1. Relate the circumstances surround-
ing "the vision of the glories."

2. Explain the Latter-day Saints* con-
ception of the assertion, "all are saved
through Jesus."

3. Discuss the three glories as con-

Sept., ig^t

GOSPEL DOCTRINE

537

sidered in the Doctrine and .Covenants.

4. Compare Latter-day Saints' concep-
tions of the hereafter with those of other
churches.

Suggestive topics for class discussion:

1. What effects do our beliefs regard-
ing the hereafter have on daily conduct.

2. In what ways do the circumstances
under which the vision was given
strengthen your testimony of the divinity
of this work.

3. Read Doctrine and Covenants Sec-
tion 76, verses 49 to 70 and then explain
specifically what you think one must
do on this earth to qualify him for celes-
tial glory.

Fifth Sunday, November 29, 1931

Lesson 38. Moral Standards.

Text: Gospel Doctrine Lesson No, 38.

Objective: Our Church requires of its
members continuous adherence to the
highest ideals and standards.

Suggestive topics for assignment:

1. Why can no Latter-day Saint who
has complied with the first principles of
the Gospel, boast during his life that he
is saved?

2. Explain the Latter-day Saint doc
trine regarding the sanctity of the human
body for the purpose of showing that
virtue is a necessity.

3. Distinguish between "truth" and
"theory."

4. Point out the practical advantages
growing out of the Latter-day Saint be-
lief in eternal progression.

Suggestive topics for class discussion:

1. In what ways can business institu-
tions and individuals in your community
improve standards of honesty.

2. What means for the improvement
of chastity among the people of your
community could be instituted,

3. In what ways can Latter-day Saints
gain in knowledge.

MISSIONAR¥'TRAININC

General Board Cmnmittee: Albert E. Bowen, Chairman; David A. Smith, Vice Choiirman;

Henry H. Rolapp and Chctrles H. Hixrt

LESSONS FOR NOVEMBER

First Sunday, November 1, 1931

Uniform Lesson. Subject: "Character
Development Through the Observance of
Fast Days." (See Superintendents' De-
partment for outline.)

Second Sunday, November 8, 1931

Lesson 34. Faith.

Text: Sunday School Lesson No. 34.
References: Widtsoe's "Joseph Smith
as a Scientist," chapter 9. Talmage's
"Articles of Faith," chapter 5. Alma,
chapter 32. See "Faith" in Book of
Mormon Index and in that of the Doc-
trine and Covenants.

Objective: To show what faith is, how
it may be acquired and its inestimable
value.

Suggested Outline.

I. Discuss your own personal under-
standing of faith.
II. Give your view of the difference
between faith and belief.
III. Consider the course which must be
followed in order to acquire faith.

IV, Consider the stability of a faith that

is based on signs or miracles.
V. What is your opinion of a faith that
rests_ solely upon answer to prayer.
VI. Consider the results which follow a
sincere and humble faith.
Lesson Enrichment:
"Science asks us to believe in the ex-
istence of particles, unknowable to our
sense, the molecules, then to believe in
still smaller particles, the atoms, which
make up the molecules, but whose rela-
tive weights and general properties have
been determined, and again the electrons
of fairly well known properties that make
up the atoms. Here, a faith is required
in "things that can not be seen," and in
the properties of these things. True, the
scientist does not pretend to describe the
molecules, atoms, or electrons in detail;
he does not need to do that to establish
the certainty of their existence. He looks
upon them as causes of effects that he
may note with his physical senses. Does
theology require more? Does any sane
man in asking to believe in God, for
instance, attempt to describe him in de-
tail?

"The Scientist goes farther than this,
however, for he asks us not only to have

538

THE INSTRUCTOR

Sept., ip^i

faith in the existence, for instance, of the
invisible, untastable, imfeelable atoms, but
also in the exact manner in which these
atoms are arranged within the molecule.
True, it is claimed only, that the relative
arrangement is known, yet the faith re-
quired still leads us far beyond the simple
faith in atoms. Has any man asked us to
believe that he can describe the structure,
of God's dwelling? No principle taught
by Joseph Smith requires a larger faith,
makes a larger demand on faith, than does
any of the established sciences." Dr.
Widtsoe's "Joseph Smith as a Scientist."
pp. 69, 70.

Third Sunday, November 15, 1931

Lesson 35. Repentance.

Text: Sunday School Lesson No. 35.
References: Dr. Talmage's "Articles of
Faith," pp. 107-114. Dr. Widtsoe's "Joseph
Smith as a Scientist," chapter 10. Roberts
"The Gospel," pp. 146-164. See "Repent-
ance,' in Index to Book of Mormon, Doc-
trine & Covenants and Pearl of Great
Price, also in Concordance to Bible.

Objective: To show as far as possible
the importance of tljis saving principle
and its far reaching power.
Suggested Outlines:
I. Consider the meaning of real re-
pentance.
II. Why should the missionary view a
call to fill a mission as a privilege
granted rather than as a duty im-
posed?

III. Discuss the Spirit the Missionary
should have while preaching repen-
tance.

IV. Consider the importance of repent-
ing today instead of procrastinating.

V. Compare the mental suffering which
repentance brings with the punish-
ment which is promised the unre-
pentant sinner.

Lesson Enrichment:

"To repent is first to turn from old
practices. Thus, he who violates any of
God's laws renders himself Hable to cer-
tain punishment, but, if he repents, and
sins no more, the punishments are avert-
ed. Naturally such a change of heart and
action can come only after faith has been
established. No man will change a habit
without satisfactory reason. In fact, all
the actions of men should be guided by
reason. Repentance, then, is a kind of
obedience or active faith and is great in
proportion to the degree of faith pos-
sessed by the individual. Certainly, the
repentance of no man can transcend his
faith, which includes his knowledge.

"To repent is more than to turn from
incorrect practices. It implies also the

adoption of new habits. The man who
has turned from his sins, may learn of a
law, which he has never violated, yet
which, if obeyed, means progress for him.
if he does not follow such a law, but_ re-
mains neutral in its presence, he certainly
is a sinner. To repent from such sin, is to
obey each higher law as it appears. In the
spiritual Hfe, it is impossible for the per-
son who desires the greatest joy to remain
passive in the presence of new principles.
He must embrace them; live them; make
them his own." "Joseph Smith as a Scien-
tist," by Dr. Widtsoe, pp. 72, 73.

Fourth Sunday, November 22, 1931
Lesson 36. Baptism.

Text: Sunday School Lesson, No. 36.

References: Dr. Talmage's "Articles of
Faith," pp. 120-142. Dr. Widtsoe's "Joseph
Smith as a Scientist," chapter 11. Roberts'
"The Gospel," pp. 175-207. See "Baptism"
in Index to Book of Mormon and Doc.
and Cov., and in the Bible Concordance;
M. I. A. Manual, 1901-2, pp. 103-118;
History of the Church Vol. I, Chapter 5.

Objectives: (1) To show that the
ordinance of baptism is one of the laws
of the kingdom of God, emphasized by all
the scriptures which have ever come to
us; (2) To direct the missionary's atten-
tion to the scriptural and other reasons
for teaching its importance and the man-
ner in which it should be performed.
Suggested Outline:

I. Discuss the purpose of baptism.
II. Consider the question as to when
baptism was first instituted.

III. Consider the plainness with which
the prophets of the Book of Mor-
mon taught the necessity of bap-
tism.

IV. Consider the unity of our four
books of scripture, the standard
works of the Church, on this sub-
ject.

V. Consider the question: Who are
entitled to baptism?
VI. Discuss the consistency of our be-
Hef that a child is accountable
when eight years of age.
VII. Discuss the mode of baptism.
VIII. Discuss our belief in baptism for
the dead.
Lesson Enrichment:
"Here it may be a proper time to call
attention to the fact that many seek to
make nice distinctions between the bap-
tism of John and what they call Christian
baptism; that is, baptism in the name of
Jesus, after the death and resurrection of
Messiah, by which members were admit-
ted into the Kingdom of Christ. The con-
troversy on this subject became particu-

Stpt.. 1931

MISSIONARY TRAINING

539

larly sharp in the sixteenth centHary.
Zwingle and Calvin, on the one hand,
maintained that the two baptisms were
identical, and for the same purpose, only
that John baptized in the name of the
future Messiah, while the apostle baptiz-
ed in the name of the Messiah already
come; on the other hand, Luther, Melanc-
thon and the Catholics maintained there
was an essential difference. The latter
adopted the views of TertulHan, who
lived about the close of the second cen-
tury and the beginning- of the third. To
the baptism of John, Tertullian ascribed
the negative character of repentance, and
to Christian baptism the positive impart-
ation of a new life. This distinction, it
is maintained, arises from the words of
John himself, viz: T indeed baptize yon
with water unto repentance but he that
Cometh after me is mightier than I, ***
he shall baptize you with the Holy Ghost
and with fire.' But this reason for any
such distinction as that sought to be
made is worthless when it is remembered
that while Jesus did baptize with the
Holy Ghost, and commissioned others to
do so, still the baptism did not supplant
water baptism for the remission of sins.
It was simply an additional principle and
ordinance to the doctrines taught by
John; and Jesus continued to authorize
water baptism before his crucifixion, and
commissioned his apostles to continue it
after he departed from them." Roberts'
"The Gospel," pp. 187. 188.

Lesson Enrichment:

"Students of science, who agree that
faith and repentance have a place in sci-
ence, frequently assert that the equiva-
lent of baptism is not found in external
nature. This claim may be proved false
by examining the nature of law.

"The chemist must frequently produce
the gas hydrogen. To do it, an acid must
be poured upon fragments of certain met-
als. In thus producing the gas, the chem-
ist obeys law. The astronomer who
studies the stars discovers that by using a
piece of glass properly ground, his powers
of vision appear to be strengthened. He
therefore prepares such lenses for his tele-
scopes, and thus obeys law. The surgeon
uses antiseptics in the treatment of
wounds because he has learned that such
application will destroy germ life, and
thus the surgeon obeys law. The electri-
cian has found that by winding a wire in
a certain manner around iron and rotating
it near a magnet, electric currents are se^
up. He builds dynamos according to
such principles and thus shows his obedi-
ence to law.

"It must be noted that the scientist does
not know just why acid added to metal

produces hydrogen, or why a certain
curved lens brings the stars nearer or
why certain chemicals destroy low forms
of life or why wire wound in a certain
way when rotated in the magnetic field
will produce electricity. Nature requires,
without volunteering an explanation, that
to produce hydrogen, see the stars, de-
stroy germs and produce the electric cur-
rent, certain invariable laws must be
obeyed.

"Baptism is essentially of the same na-
ture. To enter the kingdom of God a per-
son must be baptized. Just why baptism
should be the ordinance that opens the
door may not be fully known. It un-
doubtedly has high symbolic value, that
the symbolism might be expressed in
many other ways. All that man can do is
to obey.' "Joseph Smith as a Scientist,"
by Dr. Widtsoe, pp. 75, 76.

Fifth Sunday, November 29, 1931
Lesson 37. The Holy Ghost.

Text: Sunday School Lesson, No. 37.
Reference: Roberts' Gospel, pp. 215-
245. Widtsoe's "Joseph Smith as a Scien-
tist," Chapter 12. Talmage's "Articles of
Faith," pp. 156-166. See "Holy Ghost" in
Index to Book of Mormon and in the
Doctrine and Covenants. M. I. A. Manual
for 1901-2, pp. 120-128.

Objective: To give to the missionary
an understanding of what the Holy Ghost
is and its definite mission among man-
kind.

Suggested Outline:
I, Discuss the condition upon which

the Holy Ghost is received.
11. Consider the personality of the
Holy Ghost.

III. Discuss its particular mission.

IV. Consider the tangible evidence of
the actual presence of the Holy
Ghost among this people.

V. Consider the question: Who is en-
titled to receive the Holy Ghost?
VI. Discuss the method by which the
Holy Ghost is conferred upon the
converted and baptized person.
VII. Consider the statement in the Doc-
trine and Covenants that the
Holy Ghost may not remain with
those who receive it.
VIII. Consider the gifts which result
from the possession of the Holy
Ghost.
Lesson Enrichment:
"If the equivalents of faith, repentance
and baptism are irrevocable laws for the
individual who studies science, the ques-
tion arises, is there also, a scientific equiv-
alent for the gift of the Holy Ghost?
Even a superficial view of the matter will
reveal such an equivalent. To use again

540

THE INSTRUCTOR

Sept., 1931

the illustrations employed in the preced-
inpf chapter, if the chemist has obeyed
natural law in producing hydrogen, that
is, has been baptized into the kingdom of
hydrogen, he may by the proper use and
study of the gas obtained, add much to
his knowledge. He may learn that it
is extremely light; that it forms an ex-
plosive mixture with air; that it will de-
stroy many vegetable colors and will
burn with an almost invisible flame.
Thus, the possession of the gas enlarges
the knowledge and develops the intelli-
gence of the scientist. Is not this an-
other form of the gift of the Holy Ghost?

"The man who is baptized into the
kingdom of heavenly bodies by grinding
the lenses right, is enabled to learn many
new facts concerning the nature and mo-
tions of celestial bodies, and thus receives
intelligence. He who obediently winds
the wire correctly around the iron core,
may generate a current of electricity with
which mighty works may be accomplish-
ed. Do not these men, as their intelli-
gences are expanded, receive a gift of
the Holy Ghost as a reward for their
obedience to the demands of nature?

"It would be possible to carry the com-
parisons into every scientific action with-

out strengthening the argument. In sci-
ence, if a person has faith, is repentant
and is baptized, that is obeys, he will re-
ceive added intelligence, which is the
equivalent of the gift of the Holy Ghost
as taught in theology. The four funda-
mental laws for the guidance of the indi-
vidual are identical in 'Mormon' theology,
and in modern science." Dr. Widtsoe's
"Joseph Smith as a Scientist," pp. 80, 81.
"The baptism of the Spirit is the crown-
ing act of admission into the Church — the
last of the four great introductory princi-
ples of the Gospel. Hence the necessity
that this and the preliminary steps shall
be well taken. It appears self-evident that
faith must precede this baptism. Faith
necessarily includes a belief in the Holy
Ghost and his power and blessings. And
before one can receive and enjoy the
Spirit, he must obtain some knowledge of
his gifts and blessings, and develop a
faith in him. Besides, no one would take
the necessary steps to obtain the baptism
of the Holy Ghost, if he had not previ-
iously obtained a strong faith and desire
in this direction. This is a necessary part
of the preparation of the mind for the re-
ception of the Holy Ghost." Y. M. M, I.
A. Manual for 1901-1902, p. 120.

MISSOULA, MONTAIVA, BRAIVCH L. D, S. SUNDAY SCHOOI., JUNEJ 1931
Superintendent, E:idei:« G. A. Matson; First Assistant, Elder Lyman Schenk;
Second Assstant, EJlder A. Lavell Sinltli; Secretary, lionise Verlieek; Organist,
Evelyn Henrickson; Cliorister, Neal Fislier; Gosi»el Doctrine, J. S. Ferrell; New and
Old Testament, Blaine Bachman; Book of Mormon, Nana Colej Cliurteli History,
Mabel Sehenk; Primary, Stella Peterjson; Kindergarten, Fay Griffin, Jane Bnllock;
"Vi'elconier, Horace Cole.

Branck Presidency, E^Ider^ J, Harry Peterson, Blaine Bachman, Otto Roundy;
Neal Flsker. Cl^rk,

NEW

?TAiy»ENT

General B'ontd Committee: Milton Bennion, Chairmcm ; T. Albert Hooper, Vice Ckaimian

LESSONS FOR NOVEMBER
Division C— Ages 18, 19 and 20.

First Sunday, November 1, 1931

Uniform Lesson. Subject: "Character
Development Through the Observance of
Fast Days." (See Superintendents' De-
partment for Outline.)

Second Sunday, November 8, 1931

Lesson 33. Property As a Means to
Spiritual Ends

Text: The Teachings of Christ Ap-
plied. Sunday School Lesson No. 33.

Objective: To teach the utility of prop-
erty as a means of salvation and its sub-
ordination to spiritual ends.

Supplementary Materials: Bennion,
Milton, "Moral Teachings of the New
Testament, Chap. XXV; Bennion, Milton,
"Citizenship, An Introduction to Social
Ethics," Chaps. XV-XVIII; Kent C. F.,
"The Work and Teachings of the Apos-
tles," pages 34-45; Kent, C. P., "The Life
and Teachings of Jesus," pages 167-176.

Suggestions on Preparation and Pres-
entation: This may be a difficult lesson
to teach satisfactorily. The teachings oi
the New Testament are plain and em-
emphatic in subordinating private prop-
erty to public good. This is true also of
the fundamental teachings of the restored
Church. Yet there is much prejudice,
even among Church members, against any
suggestion of community sharing in the
use of property on anything like a basis
of equality, or in proportion to need.
Yet that each should serve in proportion
to his ability and that each should re-
ceive in proportion to his need seems to
be a well established theory in both re-
ligion and ethics, as is also the principle
that each should have eq^al opportunity
to share in the use of the resources of the
earth, which God has provided for the use
of man. In the light of these principles
emphasis should be placed upon the ob-
ligation of each individual to produce
values and to utilize these values for the
good of their fellowmen, rather than for
their own personal gratification.

Suggestive Lesson Outline:

I. How Property is Created.

a. By possession of natural re-
sources it is an assumption of
democracy that all people have
equal right to use of these re-
sources.

b. By possession of social values,
values created by society; e. g..

the value of building sites in the

business district of a city.

c. By possession of the products of

labor.

II. Property Rights are Guaranteed by

Legislation and in part, created by

law at Least as to their Form; e. g.,

the right of private property in land.

III. What Religious Obligations go with
Private Ownership of Property?

a. The obligation to avoid waste or
improper use.

b. The obligation to put to wise and
economical use, in harmony with
the best common good.
Private ownership should be re-
garded as a stewardship; the own-
er to be responsible to God and
his fellowmen for the use he
makes of that entrusted to him.
This is in agreement with the

. teachings of the New Testament.

IV. The Evils Resulting From Negl-'ct
of Religious Obligations with Re-
spect to Property.

a. Most of the evils of poverty, un-
employment, and inadequate op-
portunities for developing the
capacities of all young people.

b. Development of selfishness, pride,
and inordinate ambition on the
part of the rich who neglect their
religious obligations.

"The love of money is the root of
all evil." It is certainly the root
of many evils.

Third Sunday, November 15, 1931

Lesson 34. The Justice of God.

Text: "The Teachings of Christ Ap-
plied,' Sunday School Lesson No. 34.

Objective: To lead the class members
to recognize the justice'of God and to see
how it is possible for them to turn this
justice to good accoimt in their own lives.

Supplementary Materials: Bennion,
Milton: Moral Teachings of the New
Testament, Chap. XXVII; Citizenship.
Chap. XIX. Kent, C. F.: The Life and
Teachings of Jesus, pages 2021-216; 'The
Work and Teachings of the Apostles,
pages 277-287.

Suggestions on Preparation and Pres-
entation: The thing to be emphasized,
elaborated, and illustrated in this lesson
is the principle that "whatsoever a man
soweth that shall he also reap." The
term man here of course, includes woman
and bovs and girls. Appeal should be
made to the ipiagination to foresee eonse-

542

THE INSTRUCTOR

Sept., mi

quences to self and to others of various
types of conduct, and to utilize vivid pic-
tures of these possible consequences to
induce choice of right conduct and avoid-
ance of wrong. In this connection regard
for the welfare of others should be on a
par with regard for one's own welfare.
This is essential to the moral life.

These principles can best be made clear
and irnpressive by abundant concrete il-
lustrations from the observations of both
the teacher and the class members. In
making the assignment the teacher should
ask class members to bring illustrations
from their own experiences and from bi-
ography and literature, including the
Bible and other scripture.

Suggestive Lesson Outline:

I. The Nature of Justice:

a. Return of equivalents, "An eye
for an eye, a tooth for a tooth."

b. Receiving the natural conse-
quences of one's actions, whether
good or evil.

c. Returning to humanity all the
good one can do in return for the
benefits received.

II. The Nature of the Justice of God.

a. The unrepentant sinner will re-
ceive the natural consequences of
his wrong doing, not merely the
physical consequences, but the
spiritual also — spiritual degener-
acy and ultimate misery,

b. God's justice is tempered with
mercy by which the one who turns
from sin to righteous living may
attain spiritual salvation and ulti-
mately lasting happiness. This is
in no wise license to sin. Sin in
any case brings misery and is a
block in the way of progress.

III. Concrete examples of the conse-
quences of sin, on the one hand; and
the consequences of right living, on
the other.

Fourth Simday, November 22, 1931

Lesson 35, The State as an Agent of
Justice.

Text: "The Teachings of Christ Ap-
plied, Sunday School Lesson No. 35.
^ Objective: To show that administra-
tion of justice is the true function of the
state, and that each individual is under
moral, and religious obligation to be loyal
to the state.

Supplementary Materials: Bennion,
Milton: Moral Teachings of the New
Testament, Chap. XXVtl: Citizenship,
VI, VII, XVIII, XXVII-XXXV. Kent,
C. F.: The Life and Teachings of Jesus,
pages 188-202; The Work and Teachings
of the Apostles, pages 190-200.

Suggestions on Preparation and Pres-
pntation: F^tt §ubjects ^^ at thjs time

in greater need of thoughtful consideration
than that of loyalty to the state, and, in
this connection, the moral significance of
the state as an institution. Separation of
church and state does not mean that the
church should not be an active, loyal sup-
porter of the state; and the state a pro-
tector of the church. The reverse is true.
Likewise separation of religion and poli-
tics does not mean that a citizen is not re-
ligiously obligated to serve the state and
to uphold standards of righteousness in
the state. Again the reverse is true.

"Righteousness exalteth a nation; but
sin is a reproach to any people" (Pro-
verbs 14, 34). This is true of every state,
as can well be illustrated by examples
from history. Have class members give
such illustrations, and lead them to feel
their own personal and social responsi-
bilities for the good or bad behavior of
their own government in all of its
branches.

Have them list the benefits, direct and
indirect, they individually have received
from the state or any of its subdivisions.
Suggestive Lesson Outline:
I. The Nature of Civil Government.
a. The organization by which the
state creates and administers laws
and public policies for the benefit
of its citizens, present and future
and with due regard to the gen-
eral welfare of mankind.
II. The Major Functions of the State.

a. To protect its citizens and other
persons residing within its do-
main.

b. To secure to each citizen his
rights and privileges.

c. To promote the general welfare,
including the economic, cultural
and spiritual well being of its
citizens.

d. To maintain, in so far as possible,
relations of friendship and justice
with all other states.

TIL The Obligation to be Loyal to the
State.

The proper functioning of the state,
as indicated under 11. is essential
to thp safety and the well being of
all of its citizens; but the state can-
not thus function if its citizens are
disloyal.

IV. What Constitutes Disloyalty.

a. Disobeying or defying the laws.

b. Promoting any kind of injustice.

c. Giving aid or comfort to the
enemies of the state, whether
within or without its jurisdiction.

Fifth Sunday, November 29, 1931
Open Sunday. To permit .class to
catch up with lessons omitted on ac-
count of quarterly conference, or iox
other causes,

OLD TEWAMENT

General Board Committee: Robert L. Judct, Chairman; Elbert D. Thomas, Vice Chairman;

Mark Austin

LESSONS FOR NOVEMBER

Ages 15, 16 and 17.

First Sunday, November 1, 1931

Uniform Lesson. Subject: Character
Development Throug^h the Observance of
Fast Days." (See Superintendents' De-
partment for outline.)

Second Sunday, November 8, 1931

Lesson 32. The Kingdom of Israel.

Text: Sunday School Lesson, No. 32.
References: First and second Kings.
(See also Instructor notes for Lesson
Number 27, Sept. 13, 1931.

Objective: First, Historical objective:
To show that the Hebrew nation brought
about its own downfall as a resuh of bad
government; Second, Moral objective:
To show that both men and nations ex-
pose themselves to effects of folly and
error by spurning the guidance of in-
spired prophets. (In despotic govern-
ment the morals of the ruler are generally
reflected in the people.)

Suggestive lesson arrangement:
I. The territory of the kingdom.

(Note: The territory of the
kingdom of Israel was not extensive.
It was only about one eighth the size
of Utah. The capital of the king-
dom was first established at
Shechem. (I Kings 12:25) and later
at Samaria. (I Kings 16:24). While
Israel's territory was not large it was
nevertheless significantly geograph-
ically located. Its position in respect
to Assyria and Phoenicia is import-
ant.)
II. The people of the kingdom.

(Note: After the division of Is-
rael proper the ten northern tribes
retained the name of "Israel" while
the two southern tribes took the
name of Judah.
III. The kingdom in history.

(Note: This is a story of a people
losing its nationality, its right to in-
dependence and its national oult.
History seems to furnish ns with a
fundamental law of politics — that
whenever a people proves itself in-
capable of governing itself it loses
its national entity. From a religigug

standpoint this part of Hebrew his-
tory illustrates well the statement
made in former lessons that the chil-
dren of Israel remained the chosen
people only so long as they chose to
be the chosen people. Israel's dates
may be said to have been from 953
to 722 B. C. During these two and a
quarter centuries the kingdom was
ruled by 19 kings, representing five
ruling houses, each of which ended
with murder. Time and time again
anarchy reigned. The first king,
Jeroboam, introduced idolatry by
setting up golden calves at Bethel
and Dan. (I Kings 12:26-33) The
worship of Jehovah was not entirely
abandoned and throughout the pe-
riod the prophets were calling the
people and the rulers to repentance.
Lesson enrichment:
Suggestions on Preparation and Pres-
entation. The charts made for use with
lesson 27, on the period of the kings
will prove helpful now in conducting a
review before selecting certain kings of
Israel for intensive study. It is assumed
that the significance of Israel's geo-
graphical position with relation to
Phoenicia and Assyria has been made
clear, and the nature of her extensive
border has been pointed out.

This would afford a good opportunity
also for a sweeping review of the origin
and development of the Ten Tribes em-
braced within the Kingdom of Israel.
Who was the common ancestor of these
tribesmen? Have the tribes named. After
whom were they named? Trace briefly
the general history of the tribes, noting
that they preserved their tribal identity
from the time of Jacob, through the so-
journ in Egypt, bondage, the plagues, the
Exodus, the conquest of Canaan, the
period of the Judges and the Kings.

Note with what violence the Kings of
Israel held their thrones. Bring out clearly
what disturbing elements were always at
work and why murder and assassination
were so common. The wilfulness and
disobedience of the kings toward the
prophets of God spread a spirit of unrest
and disorder throughout the kingdom and
produced a condition of anarchy which
left the kingdom helpless before its pow-
erful foreign foes.

If the reign of Ahab has not been
studied closely already, this lesson affords

544

THE INSTRUCTOR

Sept., 1931

good opportunity. If time will permit, the
reign of Jehu and Jeroboam II can be
studied with profit.

By all means emphasize the part the
prophets had to play in the history. Note
the influence of Elijah and EHsha, Amos,
Hosea and Isaiah. The most profound
and beautiful phases of Israel's history
grow out of the dramatic missions of the
prophets. The power and majesty of that
man of God, Elijah, as it is emphasized
by being set against the background of
wickedness during Ahab's reign cannot
help but have a stirring effect upon your
class.

The simple, forceful appeal for social
righteousness and justice which Amos
made will hold the interest of your class^
if its full possibilities are developed.

Hosea, whose vivid portrayal of the
redemptive power of love hints at the
coming of Israel's Redeemer, will win the
hearts of your pupils.

The contrasts of humility, justice, obe-
dience, and righteousness exemplified in
the prophets of Israel, with the wilfulness,
wickedness, cowardice and folly of the
kings should be brought out.

Third Sunday, November IS, 1931

Lesson 33. Elijah and Elisha.

Text: Sunday School .Lesson, No. 33.

Reference: I Kings 17, 18, 19; II Kings
1, 2, 4. 5, 6, 7, and 9.

Objective: Historical objective — Na-
tions do not become completely conquer-
ed from without until they begin to crum-
ble from within. Moral Objective— The
wicked fall by their own wickedness.

Suggestive lesson arrangement:

I. King Ahab.

1. The practice of idolatry. (I Kings
12:25-33 and II Chronicles 12:13-
17.)

2. Ahab's marriage. (I Kings 16:
29-31.)

Jezebel's power. (I Kings 18:13
and Chapter 19.)

3. Naboth's vineyard. (I Kings 21.)
II. Elijah and Ahab. (I Kings 21:17-19.)

III. Elijah and the chariot.

IV. Elisha (II Kings Chapters 2 to 14.)

1. Elijah and Elisha.
The mantle.

2, Elisha and

a. The widow's oil.

b. The Shunamite woman.

c. The axe.

d. The pottage.
Lesson enrichment.

These two characters can be studied
with good effect by considering their
contrasts and likenesses. Both had an

intense love for Jehovah, Both were
profoundly moved to use their power
for the blessing and benefit of the people
of Israel. Both diligently preached the
power of Jehovah,

Elijah was a rugged, forceful, stern
and courageous character. Elisha ad-
mired Elijah with all his heart and had
no desire so strong as the desire to con-
tinue Elijah's work. Elisha and Elijah
performed miracles, displaying Jehovah's
power.

Elijah's conflict with Ahab and the
contest with the priests of Baal reveal
the prophet's character vividly.

EHsha has been called the "Wonder
Worker," because of the numerous mir-
acles he performed, notably: the healing
of Naaman, the Widow's Oil, the Shuna-
mite Woman, and the making of the ax
head to float.

"The first prophet of Israel on a grand
scale was Elijah, one of the most titanic
personages in all the Old Testament.
One has at once the impression that with
him a new epoch begins, a crisis in the
religious history of Israel. The account
given of Elijah, it is true, is adorned with
much that is legendary; but the fact that
tradition has sketched his image with so
much that is stupendous and superhuman,
and that such a garland of legends could
be woven around him, is the clearest
proof of his greatness which makes him
tower above all his predecessors and con-
temporaries. Where smoke is, there fire
must be, and where much smoke is, there
the fire must be great. Let us try to
sketch out a picture of Elijah * ♦ * *
It was a trying time. In the year 876 an
Assyrian army had penetrated for the
first time as far as Lebanon and the Medi-
terranean Sea, and had laid Israel under
contribution. In addition Israel had just
had an unlucky struggle with the neigh-
boring kingdom of Damascus, its heredi-
tary foe. In this conjuncture, king Ahab
assumed the reins of power." (Cornill's
"The Prophets of Israel," page 29.)

Fourth Sunday, November 22, 1931

Lesson 34, The Ten Tribes.

Text: Sunday School Lesson No. 34.

Reference: II Kings Chapters 14, 15,
16, and 17.

Objective; Thoughts concerning the
captivity of Israel each of which may
form an objective for this lesson,
(a) Israel was taken captive and lost
among the nations that the knowledge of
Jehovah might be carried to the four cor-
ners of the earth. (b) Nations which
cannot pfeserv? their national ideals de^

Sept., 1931

OLD TESTAMENT

545

serve to lose their identity. (c) The
prophets had told and retold Israel of her
ruin if she failed to remain true to her
God — there is fulfillment of prophecy in
the captivity.

Suggestive lesson arrangement:
I. Prophecy concerning the captivity.
(See I Kings 14:1-17.)
II. The condition of Israel before and
at the time of the captivities. (See
II Kings 15:18-20.)

III. The first captivity. (See II Kings
15:27-29.)

IV, The second captivity. (See II Kings
17:1-24.)

V. Theories concerning the "Lost
Tribes" as a result of the captivities.

1. That they have been taken to an
unknown place and in due time
will be found or will come forth.

2. That they are mixed with the
people of the north having lost
their identity through having be-
come assimilated— "Lost" in the
sense of being mixed or assim-
ilated.

3. A combination of the two above
theories-— that the tribes were gen-
erally mixed with the people with
whom they came in contact but
that a "Remnant" has been pre-
served by_ isolation and will some
day be discovered.

_ (Note: All three theories are specula-
tive. A difference of opinion on specula-
tive matters should never be allowed to
destroy the harmony of your class.)

Lesson enrichment:

Suggestions on Preparation and Pres-
entation:. Please note that this lesson has
two parts. The first is a brief considera-
tion of the fate of the northern kingdom,
Israel, especially of t^ie causes of that fate
and the purpose of it.

Israel had wilfully spurned Jehovah's
aid and set out with head-strong deter-
mination to make her own way into a po-
sition of greatness among the nations by
her own methods, in satisfaction of hu-
man pride.

Jehovah was long suffering and merci-
ful, but when Israel would not repent of
her wickedness and wilfulness, he per-
mitted the natural course of events to
swallow her up in oblivion and caused
her to be lost to the knowledge of men.

Presumably Israel is being purged and
her dross being consumed (by methods
concealed from man and known only to
the Lord) preparatory to the return of
the purified "remnant" of which Isaiah
prophesied.

The futility of speculation about the
present whereabouts, condition and the
time of return of the "Lost Tribes"

should be so clear as to convince the
teacher and the class that time cannot be
spent profitably in consideration of these
phases.

Time can be most profitably spent in
the second part of the lesson finding and
discussing the Old Testament and oth«-
evidences which tend to establish faith in
the fulfilment of the prophecies respect-
ing the gathering of Israel and the restor-
ation of the Ten Tribes. This search for
evidence constitutes a review of the past
study of the course for the purpose of
assembling as many reasons as possible
for the belief that the promise given to
Abraham is yet to be completely fulfilled,
in spite of the contributions of Israel to
the religious thought of the world, which
it should be noted were made chiefly by
the prophets and not by the people.

In a greater sense than ever conceived
by ancient Israel, she is to bless the
world by preparing it for His second
coming.

Did the prophets' visions of Israel's
spiritual greatness ever even approach ful-
filment in Old Testament times?

Dr. Talmage's "Articles of Faith."
chapters 17 and 18 will give the teacher a
good command of the facts and doctrine.

Use_ the chart in the pupil's "Lesson"
and fill out the details necessary to fix
vivid mileposts in the history.

Observe constantly the objective and
bring it into the lesson indirectly by illus-
tration and application.

Fifth Sunday, November 29, 1931

Lesson 35. The Kingdom of Judah.

Text: Sunday School Lesson, No. 35.

References; II Kings Chapters 14, 15,
20, 21, 25; II Chronicles tChapters 22, 23,
24, 25, 26. (Note: See also information
found in Lesson Number 27 for Septem-
ber 27, 1931.)

Objective: "Say unto them, as I live,
saith the Lord God, I have no pleasure in
the death of the wicked; but that the
wicked turn from his way and live: turn
ye, turn ye from your evil ways; for why
will ye die, O house of Israel?" (Ezekiel
33:11.)

"Moreover all these curses shall come
upon thee, and shall pursue thee, and
overtake thee, till thou be destroyed; be-
cause thou hearkenedst not unto the voice
of the Lord thy God, to keep his com-
mandments and his statutes which he
commanded thee." (Deuteronomy 28:45.)

Suggestive Lesson Arrangement:

L The People in the Kingdom of

Ji^dah._ (See T Kings lg;|| and IT

Chronicles 12:21.)

546

THE INSTRUCTOR

Sept., i93i

II. The Territory of the Kingdom.
(Note: The Kingdom of Judah was
very small. It consisted merely of
that land which was given to Judah
and part of that allowed to Benjamin.
It contained about 3500 square miles
or about one twenty-fourth the size
of the state of Utah.

III. The History of the Kingdom. (Note:
The Kingdom of Judah lasted about
350 years (953 to 586 B. C.) That is,
it survived the Kingdom of Israel
by 130 years. The reasons for this
were; (a) the Kingdom of Judah
was a much smaller territory; (b) it
was situated further to the south and
centered at Jerusalem, a stronghold
in the mountains; (c) the people
were more of a unit — only" two
tribes; (d) the Temple and its
Priesthood kept it more of a unit
religiously although throughout its
history there is a contest between the
followers and supporters of Jehovah
and the worshipers of idols; (e)
while wickednes existed both among
the people and the kings the rulers
of Judah were less wicked than the
kings of Israel.

There were, in all, 20 rulers of
Judah. There were 19 kings, all of
the house of Judah. It is interesting
to note that Judah had one woman
ruler, Athaliah, the daughter of Ahab
and Jeaebel of the Kingdom of
Israel ")

IV. The Three Captivities. (All Baby-
lonish)

1. Under King Jehoiakim, 605 B. C.
(See II Kings 23:31-37.)

2. Under King Jehoiachin, 597 B. C.
(See II Kings 25:8-16.)

3. Under King Zedekiah, 586 B. C.
(See II Kings 24:17-25.)
V. Judah's Two Great Kings.

1. Hezekiah. (See II Kings 18:1-20
and 20:1-12; II Chronicles Chap-
ters 29 and 30.)

2. Josiah. (See II Kings Chapters
23 and 24.)

Lesson Enrichment:

Consideration of the matter presented
in the students' Lesson Number 35 sup-
ports the theory, which may be taken as
a lesson objective, that righteousness pre-
serves men and nations.

Other illustrations of this truth should
be assembled from secular history, both
ancient and modern. The Book of Mor-
mon is filled with examples.

As applied to man the truth can be
copiously illustrated. Heroes of all time
have by their lives proclaimed it.

"My strength is as the strength of ten,
Because my heart is pure."
was exemplified in the career of David
as it has been and is in the lives of every
man either affirmatively or negatively.

As the facts of this lesson are developed
the inquiry as to the periods of strength
and weakness of the Kingdom, and the
reasons therefor can be constantly pro-
jected without ever directly asserting the
objective but nevertheless, each time em-
phasizing its soundness.

For the purpose of giving the class
something to tie the new facts of this les-
son to, it is suggested that a chart be
made upon which can be shown with
which kings of Israel the kings of Judah
were contemporary.

The relationship of the events of this
lesson to the Book of Mormon should be
made clear.

Let Us Plant Trees

By Grace Ingles Frost

Let us plant trees,

That Pan be ever heartened

To pipe for youth,

A song among their leaves;

Let us plant trees

For memories;

For those who follow after;

Trees for shelter,

Trees for fruitful sheaves.

Let us plant trees.

That when shall come each springtime,

The feathered folk may claim

A nesting home:

Let us plant trees.

Lest by mischance we barter

Beautv for a bier

And must atone.

Let us plant trees.

Where tired homing pinions

May find a haven

For their weariness;

Let us plant trees —

Trees whose brave strong branches

Shall spread their arms

Above man's head to bless!

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a h h

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d S .

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^•2 St

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213

BOOK OF

General Board Committee: Alfred C. Rees, Chairman; James L. Barker, Vice Chairman;

land Horace H, Cummings

LESSONS FOR NOVEMBER

Ages 12, 13 and 14

First Sunday, November 1, 1931

Uniform Lesson. Subject: ''Charac-
ter Development Through the Observ-
ance of Fast Days." (See Superinten-
dent's Department for Outline.)

Second Sunday, November 8, 1931

Lesson 33 The Savior Among the Ne-
phites

Text: III Nephi, Chapters 20-28; Sun-
day School Lessons, No. 33.

Objective: To teach that the Lord ex-
pects His people to keep written records.

To Teachers: You may not agree that
the objective suggested is the most im-
portant for today's lesson. While it is
true that the text offers a number of ex-
cellent objectives it is seldom that any of
our lessons deal with the records of the
Church. That is why this objective was
selected.

The Nephites had no contact with oth-
er people. They were dependent upon
their own records for their authority on
religious questions. That is why the Sav-
ior wished them to write what certain pro-
phets had said concerning the work in
which the Nephites were interested. No
one beside the Savior could have given
them that information, and He command-
ed them that they should write it as He
dictated it. He upbraided them for hav-
ing kept no record of important events.

See that the class gets this picture.
Why it is necessary that the people of
the Lord shall have written (records?
What dangers come from having mere
oral statements? What was Joseph Smith
required to do with the commandments
and prophecies given him? Let the class
see a copy of the Doctrine and Cove-
nants.

What books have come down to us
because the people of the Lord kept rec-
ords.

See if the class understands what his-
tories are recorded in each of our stan-
dard works. Coming back to the lesson,
explain the nature of the prophecies con-

cerning the future of the Nephites, and
how, to date, they have been fulfilled.

Explain the great work now going on in
Jerusalem, and how the work of restora-
tion is going on in the Holy Land, for a
great purpose, unknown to the world, but
known to us. What is it?

Point out how our missionaries are
helping in the work of spreading the
Gospel before the great and terrible day
spoken of in today's text.

As a conclusion, let the class tell about
the three Nephites and the work they are
performing. Have we any reason to be-
lieve that they are laboring among us?

(See article on "The Three Nephites"
by E. Cecil McGavin, December 1930;
also "Indian Traditions of the Book of
Mormon, August, 1931.)

Why is it necessary that we keep rec-
ords of all our meetings? Of all our tem-
ple work? Should boys and girls be en-
couraged to keep diaries? Why? Let the
final thought be on record keeping.

Third Sunday. November 15, 1931
Lesson 34. The Last Days of the Nephites

Text: Book of Mormon, Chapters 4-8;
Sunday School Lesson, No. 34,

Objective: To teach that a wicked peo-
ple will finally be destroyed.

To Teachers: After your class has read
today's lesson, try to get from them what
lesson has been taught. Why did the
Nephites become so reckless? Why did
they disregard everything that they once
had held sacred? What effect does it
have upon the individual when he loses
the Holy Spirit? What about a whole
people that loses that Spirit? How can
the Holy Spirit be retained? How can
we today keep that Spirit alive in our
Church? How can the Sunday School
help? How can each boy and girl assist?
What reward will come to us? Why do
we want to keep the Church going? What
has the Lord promised respecting His
coming? What kind of people does He
hope to find when He comes?

Let the story be told about the plates,
about their transfer to Moroni. Let the
class tell what Mormon and Moroni said
about the bringing forth of these records.
Has that event taken place? If so when
and how?

Sept., 1931

BOOK OF MORMON

549

What great promise has been made to
those who read this record with a sincere
heart? What about those who read the
Book of Mormon with no desire to know
of its truthfulness?

As a conclusion, point out how the
Lord has provided tor the return of truth
and light to the Lamanites and to the
Jews. Explain the big mission of the
Book of Mormon.

This should encourage and inspire ev-
ery boy and every girl in your class to
read this holy, valuable book.

Fourth Sunday, November 22, 1931

Lesson 35

Text: Book of Esther, Chapters 1-6;
Sunday School Lessons, No. 35.

Objective: To teach that the Lord re-
spects and rewards faith.

To Teachers: Show the class where
the Book of Esther is found in the Book
of Mormon. Go back in the history of
the Nephites and recall the incident of
the discovery of the plates while Limhi
was King. Then point out that these
plates were put with the other plates
which gave the history of the Nephites
and finally found their way into the hands
of Moroni, who translated such portion
as the Lord commanded.

It will be necessary to have the Bible
with you in the class today. Let some
one read the account of the building of
the Tower of Babel and the confusion of
tongues. This will serve as a proper
background to the story of the Jaredites.
There are many important doctrinal
truths to be noted in today's lesson.
Among them are Jared's brother, who
was a man of exceeding faith; he beheld
the Savior, the Savior was in his spirit
body; this body has a similitude of the
material body which the Savior was lat-
er to possess; man is created after the
body of his spirit; all the earth's his-
tory is known in advance by the Lord;
He can reveal the future to those who
possess sufficient faith; much truth is
kept from the knowledge of man on ac-
count of his lack of faith.

Out of this wonderful manifestation can
be emphasized what great blessings are
being withheld from us because we do not
so live as to develop our faith.

If we obey all the commandments, we
can become as powerful in faith as was
the brother of Jared. The whole lesson

teems with faith-promoting and faith-in-
spiring doctrine. Let the class read care-
fully and discuss each statement bearing
on doctrine as given in today's lesson.

The story of the remarkable industrial
growth and activity of the Jaredites is
well told and should be commented upon
in the class. Then to think that with all
their wealth and happiness, they should
be annihilated! What lesson does it
teach us today who are boasting of our
industrial supremacy, our mass produc-
tion and mass consumption, and rapid
fire development?

Whither are we going? What must
Latter-day Saints keep constantly in
mind?

Fifth Sunday, November 29, 1931

Lesson 36

Text: Book of Esther, Chapters 11-15

Objective: To teach that the with-
drawal of the Spirit of the Lord leaves
an individual or a nation in darkness.

To Teachers: Do you think you can
impress your class with the magnitude
and the terror of the final struggle and
annihilation of the people of Jared?

Try to have them draw a picture of the
tragedy. Imagine the mental attitude
of the people, the complete absence of
conscience, of respect for law or the
rights of others. They were devoid of
all fine feelings. And yet these are the
same people who were once enjoying
wealth, happiness and prosperity? What
lesson is taught?

Are the people today going to profit
by such lessons? What is the objective
of the Latter-day Saints? Why was the
gospel restored? Why do our mission-
aries go out into the world? What is the
use of all our endeavors to keep alive
the spirit of the Lord? Why are we jus-
tified in claiming that the Church of Je-
sus Christ of Latter-day Saints will
prove to be the saving power in the
world? What responsibility rests upon
each boy and girl if that glorious place
is to be reached by the Church? How
can each of us keep the spirit of the Lord
as our guide? That was the question be-
fore the Jaredites. They failed. That
is the question before us today. We must
not fail. We must stand loyal to the
Church and keep all the commandments.

That should be the final and big
thought from today's lesson.

The one doctrine in which all religions agree, is, that new light
is added to the mind in proportion as it uses that which it
has. — -Emerson.

CHURCH^ I STORY

General Board CommiUee: Adam S. Bennion, Chairman; J. Percy Goddard, Vice Chairman

LESSONS FOR NOVEMBER

Ages 10 and 11

First Sunday, November 1, 1931

L€sa|on 86. The WUlie Handcart Com-
pany on the Sweetwater River.

Text; Sunday School Lessons, No. 86.

Supplementary References: Orson F.
Whitney, History of Utah. Vol. I, pp.
555-559; Brigham H. Roberts Compre-
hensive History of the Church, Vol. IV,
pp. 83-95; Solomon F. Kimball, Improve-
mtait Era, Vol. 17, pp. 3-15; T. B. H.
Stenhouse, The Rocky Mountain Saints.
pp. 311-332.

Objective: To show the terrific suffer-
ing to which the Willie Handcart Com-
pany were subjected on the Sweetwater
River.

Organization of material:
I. The Willie Handcart Company were
caught in a blinding snowstorm on
the Sweetwater; while here a res-
cuing party arrived in their midst
from the Salt Lake Valley.
IL With renewed hope they continued
their journey in the midst of the
terrific storm; in the evening they
camped among some willows on the
banks of the Sweetwater river.
in. The Willie Handcart Company de-
cided to remain at this camp-ground
until aid should come to them.
IV. Captain Willie and Joseph B. Elder
started westward to meet the relief
wagons, which they found and di-
rected eastward to the Willie En-
campment.
V. They brought with them provisions
and clothes for the starving Willie
Company.
VI. That night the songs of Zion were
again heard in the Camp.
Lesson Enrichment: "Belated Emi-
grants of 1856, by Solomon F. Kimball
■ — After traveling thirteen hundred miles
in a little less than thirty-nine days,
Franklin D. Richards' party reached Salt
Lake City, October 4, 1856, having been
absent from home about three years. Be-
fore they had fairly time to wash the
dust from their sunburned faces, they
reported to President Brigham Young
the precarious condition in which they
found the Willie company when they
passed them on the plains, three weeks
before, on their journey from Iowa City
to the Great Salt Lake Valley.

"As soon as these facts leaked out,
the news spread like wildfire, and when
the Monday conference convened, Presi-
dent Young said:

" 'There are a number of our people on
the plains who have started to come tu
Zion with handcarts, and they need help.
We want twenty teams by tomorrow
morning to go to their relief. It will be
necessary to send two experienced men
with wagons. I will furnish three teams
loaded with provisions, and send good
men with them, and Brother Heber C,
Kimball will do the same. If there are
any brethren present who have suitable
outfits for such a journey they will please
make it known at once, so we will know
what to depend upon.'

"President Young then adjourned con-
ference until 10 o'clock the next morn-
ing, so as to give all a chance to help get
things ready.

"Such a spirit of brotherly love as was
shown forth by the Latter-day Saints
on that occasion was perhaps never be-
fore witnessed in a religious community.
It seemed that every man, woman and
child within the limits of Salt Lake was
alive to the situation. While the men
were going in every direction gathering
up^ the supplies, the women were making
quilts, mending underwear, knitting mit-
tens, darning socks, patching trousers,
and even taking clothes from their own
backs to send to the shiverin"^ pilgrims
hundreds of miles out on the plains.

"The evening before the start was
made, the twenty-seven young men who
composed the relief party were called
together by the authorities of the church
and given their final instructions, after
which all of their received blessings that
fairly made them quake. After an af-
fectionate parting, the boys returned to
their homes for a good night's rest.

"About 9 o'clock next morning, six-
teen first-class four-mule teams were seen
wending their way towards Emigration
Canyon, headed for the east. They were
under the supervision of such m'^n as
George D. Grant, William H. Kimball,
Joseph A. Young, Cyrus H. Wheelock,
Tames Ferguson and Chauncey G. Webb.
With them were such noted scouts as
Robert T. Burton, Charles F. Decker.
Benjamin Hamnton. Heber P. Kimball,
Harvey H. Cluff, Thomas Alexander,
Reddick N. Allred, Ira Nebeker, Thomas
Ricks, Edward Peck, William Broom-

Sept., 1931

CHURCH HISTORY

551

head, Abel Garr, C. Allen Huntington,
George W. Grant, David P. Kimball,
Stephen Taylor, Joel Parish, Charles
Grey, Amos Fairbanks, Daniel W. Jones,
and Thomas Bankhead.

"The first night out they camped at the
foot of Big Mountain and by unanimous
vote George D. Grant was elected cap-
tain of the company, and William H.
Kimball and Robert T. Burton, his as-
sistants, Cyrus H. Wheelock, chaplain,
and Charles F. Decker, guide.

"At daylight next morning, Oct. 8th,
they continued on their way, driving as
far as possible each day, not even stop-
ping for the noon hour. Stormy weather
soon set in, making the roads well-night
impassable. Fort Brldger was reached on
the 12th of Oct., but not a word from
the emigrants had reached that place.
Three days later they arrived at Green
River, and still no word from them.

"By this time the boys became some-
what alarmed, as they were expecting to
meet the Willie Company in the neigh-
borhood of Fort Bridger, and here they
were fifty-eight miles beyond. When
last heard from, the Martin company was
more than one hnudred miles in the rear
of the Willie company, and the wagon
trains still behind them.

"After discussing matters from various
standDoints, Joseph A. Young and Cyrus
H. Wheelock were sent ahead to let the
emigrants know that relief was at hand,
and to urge them to push on towards the
Valley, as rapidly as possible, no mat-
ter what the sacrifice might be. There
were more than 1,500 pilgrims to be res-
cued, and sixteen loads of provisions di-
vided among such a number would not
last many days.

"Before the expressmen were fairly
out of sight, their companions were again
moving. They were anxious to cross the
divide between the Wind River and Green
River mountains before the threatening
storms overtook them. They fully real-
ized what it meant for hundreds of worn-
out emigrants to be caught in the early
storms of a severe, winter, hiindred.s of
miles out in the wilderness without food
and shelter.

"After traveling thirty-five or forty
miles in a northeasterly direction, winter
broke in upon them in all its fury. It
snowed for three days and nights almost
incessantly, with a cold wind constantly
blowing from the north. The roads be-
came so blocked with snow that the boys
were compelled to double teams before
they were able to reach the summit of
the Continental Divide. Reddick N. All-
red's team was so run down that he

was unable to continue the journey. The
snow was so deep at South Pass that
the best teams in the outfit could hardly
draw their loads on a down-hill pull,

"On the evening of the 20th, they turn-
ed down to a sheltered place on the
Sweetwater, and camped for the night,
for men and animals were completely ex-
hausted. Just as they were located, here
came Captain Willie and Joseph B. Elder,
on two worn-out mules, with news that
their company, east of Rocky Ridge, was
in a freezing, starving condition, and
would perish unless immediate relief was
given.

"The boys soon hitched their teams
again and continued on their way as long
as their animals could stand it. At day-
light the next morning another start was
made, and they continued going until the
Willie camp was reached. Before they
had time to alight from their wagons they
witnessed sights that were enough to
move the hardest hearts. These poor un-
fortunates, numbering a little less than
five hundred, were caught in a olace
where there was neither wood nor shel-
ter. They had not had anything to eat
for forty-eight hours, and were literally
freezing and starving to death.

"The Salt Lake boys were soon mgunt-
ed on harnessed mules with axes in hand
and in a short time dragged from the
distant hills several cords of wood to
the Willie Camp below. Bonfires were
made soon, and the cooking began in
earnest, every available person taking a
hand. This was kept up until every mem-
ber of the Willie company had enough
to eat and to spare. Soon there was an
improvement in camp, but the relief came
too late for some and nine deaths occur-
red that night.

"This is what Brother John Chislett, a
member of that ill-fated company, had to
say about that portion of the journey:

"'We traveled on in misery and sorrow,
day after day, sometimes going quite a
distance, and at other times we were onlv
able to walk a few miles. We were final-
ly overtaken by a snowstorm which the
fierce winds blew furiously about our ears,
but we dared not stop, as we had sixteen
miles to make that day in ord.er to reach
wood and water.

" 'As we were resting at noon, a light
wagon from the west drove into camp,
and its occupants were Joseph A. Young.
and Cyrus H. Wheelock. Messengers
more welcome than these yotmg men
were to us, never came from the courts
of glory. After encouraging us all they
could, they drove on to convey the glad
tidings to the members of the Martin
company which, it was feared, were even

552

THE INSTRUCTOR

Sept., 1931

worse off than we. As they went from
our midst many a hearty "God Bless
you" followed them.

" 'Just as the sun was sinking: behind
the distant cliffs west of our camp, sev-
eral covered wagons were seen coming to-
wards us. The news spread through the
camp like wildfire, and all who were able
turned out en masse. Shouts of joy
rent the air, strong men wept, and chil-
dren danced with gladness. As the breth-
ren entered our camp the sisters fell upon
them and deluged them with their tears
and" kisses. Our rescuers were so over-
come that they could hardly speak, but
in choking silence attempted to repress
the emotions that evidently mastered
them. Soon, however, the feeling was
somewhat abated, and such a shaking of
hands, such words of comfort, and such
invocations of God's blessings were nev-
er before witnessed. Among the breth-
ren who came to our rescue were El-
ders William H. Kimball and George D.
Grant. They had remained in the Val-
ley but two days before starting back to
our relief. May God ever bless them
for their generous, unselfish kindness, and
their manly fortitude. How nobly, how
faithfully, how bravely they worked to
bring us to the Zion of our God'." Im-
provement Era, Vol. 17, pp. 108-117.

(Continued in next lesson enrichment).

Application: If I were caught in such
a storm as the Willie Handcart Company
what would I do to preserve my life?

Second Sunday, November 8, 1931

Lesslon 87. The 'WUie Handcart Com-
pany from the Swetetwater River to the
Salt Lake Valley.

Text: Sunday School Lessons, No. 87.
Supplementary References: Orson F.
Whitney, History of Utah, Vol I, pp.
555-559; Brigham H. Roberts, Compre-
hensive History of the Church, Vol IV,
pp. 83-95; T. B. H. Stenhouse, The Rockv
Mountain Saints, pp. 311-332; Solomon F.
Kimball, Belated Emigrants of 1956,"
Improvement Era, Vol. 17, pp. 3-15.

Objective: To show that by serving
our fellowmen in time of need we bring
joy and comfort to them.
Organization of Material:
I. William H. Kimball started with
the Willie Company for the Salt
Lake Valley, while George D.
Grrant went eastward to meet the
Martin Handcarlt Companv.
IT. The Willie Handcart Company
suffered terribly while traveling up
the Sweetwater River.
III. John Chjslett unselfishly served

his companions as they drew their
carts over the Rocky Ridge.
IV. Father James, as a faithful emi-
grant, perished by the wayside.
V. Fifteen heroic people who sacrific-
ed their lives were buried near Wil-
low Creek, a branch of the Sweet-
water.
VI. The company were met by more
relief wagons coming from the Salt
Valley near the South Pass.
VII. After crossing the South Pass the
hand carts were done away with
and the emigrants rode in wagons:
by this time sixty-seven had died.
VIII. The Willie Handcart Company ar-
rived in Salt Lake City Sunday,
November 9th, 1856.
Lesson Enrichment: (Continuation of
lesson enrichment for previous lesson —
the story of the rescue party and how it
saved the Willie Handcart Company.)

"The next morning, agreeable to plans
adopted by the relief party, at a meeting
held the evening before, Captain George
D. Grant, with seventeen men and nine
teams, pushed on to the relief of the Mar-
tin, Hodgett and Hunt companies, taking
most of the provisions with him, while
William H. Kimball, with the remainder
of the outfit, started back to Salt Lake
in charge of the Willie Company. It was
late in the day before Elder Kimball got
the handcart people started, as they were
in such a weakened condition. About for-
ty of their number had already perished,
and others were dying.

"While crossing Rocky Ridge, many
of the Saints frosted their hands, feet
and faces, the weather was so extremely
cold. The next morning they pushed on
as rapidly as possible as they were anx-
ious to get the benefit of the newly
broken road, before the drifting snow
filled it; but were sadly disappointed, as a
fearful blizzard raged throughout the
whole day. They were nearly out of pro-
visions_ again, and had to travel at least
twenty miles before they could renew
their supplies. This was the most dis-
astrous day of the journey, and fifteen of
their number died that day.

"On the 24th, after a hard day's climb,
they reached South Pass, where flour and
plenty of wood, at the Allred camp, were
found. The next day they met five Val-
ley teams, but it was deemed advisable to
have them go to the relief of the Mar-
tin company, which was at least one
hundred miles in the rear. These wag-
ons had made a well-broke track which
nroved of much benefit to the handcart
folk, enabling them to reach Green River
by the last of the month. The next day
they met seven teams from Fort Supply

Sept., 1931

CHURCH HISTORY

553

and three from Salt Lake. From there
on they met teams every day, but most of
them went to the relief of the other par-
ties.

"When they arrived at Fort Bridger
on the 2nd of November, they were filled
with joy to find about fifty teams that
had been sent from the settlements, north
and south of Salt Lake, to haul them the
remainder of the way. Up to this time
about one-sixth of their number had died,
since leaving Iowa City, on the morning
of July 15.

"About noon on the 9th of November,
William H. Kimball halted his sixty wa-
gon loads of suffering humanity in front
of the old Tithing Office Building, where
Hotel Utah now stands. The company
was greeted by hundreds of Salt Lake
citizens who were anxiously awaiting
their coming. The scene that followed
would be hard to describe. In less than
an hour from the time that ill-fated com-
pany reached its destination, every man,
woman and child that belonged to it, was
being tenderly cared for in a manner that
brought tears of ioy to their bloodshot
eyes." ("Belated Emigrants of 1856," by
Solomon F. Kimball, Improvement Era,
Vol. 17. pp. 108-117.)

Application: What should I do for my
friends when they are struggling under
dire circumstances?

Third Sunday, November 15, 1931

Lesson 88. Edward Martin Handcart
Company— From Liverpool, England, to
Florence. Nebraska.

Text: Sunday School Lessons, No. 88.

Supplementary References: Andrew
Jenson, "Captain Martin's Handcart Com-
pany," Contributor, Vol XVI, pp. 137-141;
Company," History of Utah, Vol I, pp.
559-566; John Jacques, Salt Lake Herald,
Dec. 1, 8, 15, 22, and 29, 1878, Jan. 5, 12,
and 19, 1879; Brigham H. Roberts, Com-
prehensive History of the Church, Vol.
IV, pp. 95-107; T. B. H. Stenhouse, Rocky
Mountain Saints, pp. 332-342; Solomon F.
Kimball, Tmpriovement Era, Vol. 17, pp.
201-211, 287-299, Hubert H. Bancroft,
History of Utah, pp. 422-430,

Objective: To show the conditions un-
der which the Edward Martin Handcart
Company crossed the Atlantic on the
ship Horizon, and pulled their handcarts
from Iowa City to Florence, Nebraska.
Organization of Material:
I. The Edward Martin Handcart
Company embarked on the sailing
vessel. Horizon, at Bramley-Moore
Dock, Liverpool, Friday, May 22nd,
1856
11. The same morning they left the
dock at Liverpool and cast anchor
in the river Mersey.

III. They were 856 in number under
the leadership of Edward Martin,
Jesse Haren and George P. Waugh,
and were organized into seven di-
visions with a captain over each.

IV. On Sunday, May 2Sth, Apostle
Franklin D. Richards and his com-
panions boarded the ship Horizon
and spent a day with the saints.

V. While crossing the Atlantic Ocean,
the Martin Handcart Company oc-
cupied their time by attending re-
ligious services, by making tents,
and by keeping their ship clean
and healthy.

VI. On the evening of June 28th. 1856.
the ship Horizon cast anchor in the
Boston harbor; they disembarked
Monday, June 30th.
VII. The _ Martin Handcart Company
remained in Iowa City from July
8th to July 28th. 1856.
VIII. Brother Daniel Spencer had gen-
eral charge of the company at this
camp.

IX. Jhe greatest task was that of mak-
ing handcarts. ,
X. The Martin Handcart Company
was organized into two divisions
for the journey to 'Florence, Ne-

XI. On July 28th, 1856, the two di-
visions of the handcart company
departed westward from Iowa
City.
XII. They arrived at Florence, Nebras-
ka, August 22nd; The Hunt and
Hodgett Wagon Train arrived
shortly thereafter.
XIII. The question now arose whether
to remain here for the winter or
to continue on to Salt Lake Val-
ley; It was decided to continue on.
Lesson Enrichment: Extract from gen-
eral instructions given to the saints pre-
vious to their trip from Liverpool:

"The Scale of Provisions as Now Fix-
ed by Law is as Follows: To each adult
or every two children, weekly
3T/ lbs. Bread
1 lb. Flour.

554

THE INSTRUCTOR

Sept., 1931

114 lbs. Oat Meal.
IV2 lbs. Rice.
U/z lbs. Peas.
2 lbs. Potatoes,
ir^ lbs. Beef.
1 lb. Pork

1 lb. Sugar.

2 oz. Tea.

2 oz. Salt

I/2 oz. Mustard.
^ oz. Pepper.
1 gill Vinegar.

3 quarts of water daily, and 10 gallons
daily to every 100 for cooking.

"The hew acts also require each ship
to be provided with medical comforts.
The following scale has been fixed by the
Government Emigration Commissioners
for vessels sailing from this Port to
North America.

For Two Hundred Adults and Under

14 lbs. Arrowroot.

25 lbs. Sago.

20 lbs. Pearl Barley.

30 lbs. Sugar.

12 lbs. Marine Soap.
2 gallons Lime Juice.

^A gallon Brandy.

2 doz. Milk in pints.

1 doz. Beef Soup, in lbs.

3 doz. Preserved Mutton, in l4 lbs.
"Passengers furnish their own beds

and bedding. A straw mattress will an-
swer very well for sleeping upon when
• they do not bring feather or other beds
with them. Each single passenger also
requires a box or barrel to hold provi-
sions; and the following articles for cook-
ing, etc. — a boiler, saucepan, frying-pan.
tin porringer, tin plate, tin dish, knife,
fork, spoon, and a tin vessel to hold 3
quarts of water. (Millenial Star, Volume
18, p. 24). _

Application: Under what conditions
would I, as a missionary, sail to Europe.

Fourth Sunday, November 22, 1931

Lesson 89. Edward MartSn Handcart
Company — From Florence, Nebraska, to
Fort Laramie.

Text: Sunday School Lessons, No. 89.

Supplementary References: Orson F,
Whitney, History of Utah, Vol. L PP.
S59-566; Brigham H. Roberts, Compre-
hensive History of th*' Church, Vol. IV.
po. 95-107; Andrew Tenson. Contributor,
Vol. XIV, pp. 137-141; John Tacaues.
Salt Lake Herald, Dec. 1, 8. IS, 22, 1878,
and Jan. 5, 12, and 19, 1879; T. B. H.
Stenhouse, Rocky Mountain Saints, pp.
332-342; Hubert H. Bancroft, History of
Utah, pp. 422-430.

Objective: To show that the Martin

Handcart Company, followed by the
Hunt and Hodgett Wagon Trains, travel-
ed from Florence, Nebraska, to Fort Lar-
amie, without serious difficulty.

Organization of Mateiral:
I. On the morning of August 25th,
1856, the Martin Handcart Com-
pany left Florence, Nebraska.
II. While at Cutler's Park, A. W.
Babbitt, Secretary of the Terri-
tory of Utah, visited the Martin
Handcart Company.

III. By September 7th, the Martin
Handcart Company were west of
Loupe Fort; here they were over-
taken by Franklin D. Richards and
Company, who seeing the impover-
ished condition, said they would
hurry on to Salt Lake and send
back relief wagons.

IV. The Handcart company had a dry
march from the Loupe Valley ov-
er the hills to the Platte Valley.

V. On September 11th they passed
the graves of two men and a child
belonging to the A. W. Babbitt
Company.
VI. They had been killed by the Chey-
enne Indians.
VII. On September 23rd the Martin
Handcart ICompany had their first
taste of buffalo meat.
VIII. The following day they passed the
place where Thomas Margetts'
Company had been massacred by
the Indians.
IX. About this time they passed the
Platte River to the south side.
X. They passed Scott's Bluff on Oc-
tober 4th.
XI. As they neared Fort Laramie,
they were met by a fine looking,
well-dressed Indian Chief and his
warriors.
XII. On October 9th, many of the
handcart company sold their
watches and other things^ in ex-
change for food and provisions for
the journey.
Lesson Enrichment: Extracts from
letter written by John Jacques on "Some
Reminiscences."

"After receiving an extra ration of
flour one night, one family having made
up their bread, found that it rose most
promisingly. The good housewife, or
tentwife, was in high spirits over it, an-
ticipating a batch of bread that could not
be found fault with, nor excelled in
camp. When baked it was the whitest
and lightest bread they had made on
the entire journey. Oh, it was most
beautiful bread. But when they came to
eat it, the flavor was extraordinary. They
had never tasted anything like it before,

Sept., 1931

CHURCH HISTORY

555

and this is the way it came to happen so.
Somehow or other, about half a pound of
soap had fallen unnoticed . . . into the
campkettle and had frozen there. At
night, when the kettle was rinsed out,
the soap remained fast at the bottom,
still unnoticed in the dark. The kettle,
with water in it, and the soap also, was
set on the hre to get hot. With most
of this soapy water the bread was made,
and very soapy was the taste thereof, but
the family could not afford to go without
a day s rations and throw the bread away.
They were far too hungry for that. So
it was eaten, every bit, with more or
less wry face over it. Yet if it proved
unhealthy the eaters never found it out.

"Several discoveries were made on the
journey. The way to have a warm sleep-
ing place was this — sweep away the ashes
of the camp fire and lay your bed on the
spot where the fire was built. You would
be sure to sleep warm there, if anywhere.
In the morning the same spot was found
to be the most available for another use
— it was the easiest place in which to dig
a grave to bury the night's dead . . . Thus,
in this severe winter traveling and camp-
ing economy, the hearths served three
separate, distinct, land important pur-
poses." (John Jacques, Salt Lake Her-
ald, Jan. 5, 1879).

Application: The Martin Handcart
Company were fourteen days traveling
from Florence, Nebraska, to Fort Lar-
amie, a distance of about six hundred
miles. How long would it take to tra-
vel the same distance today?

Fifth Sunday, November 29, 1931

Lesson 90. Edward Martin Handcart

Company — From Fort Laramie to the

Last Encampment on the Platte

Text: Sunday School Lessons, No. 90,

Supplementary References: Orson F.
Whitney, History of Utah, Vol I, pp. 559-
566; Brigham H. Roberts, Comprehen-
sive History of the Church, Vol. IV, pp.
95-107; Andrew Jenson, Contributor, Vol.
XIV, pp. 137-141; John Jacques, Salt
Lake Herald, Dec. 1, 8, 15, 22, 1878, and
Jan. 5, 12, and 19, 1879; T. B. H. Sten-
house. Rocky Mountain Saints, pp. 332-
342; Hubert H. Bancroft, History of
Utah, pp. 422-430.

Objective: To show that these hand-
cart people still maintained faith in God,
although sufferiner terribly.

Organization of Material:
I. The Martin Handcart Company
left Fort Laramie about October
10th, 1856.
II. Their daily allowance of food was

considerably reduced after leaving
Fort Laramie.

III. The Handcart people toiled on
across two creeks and into the
Black Hills, where feed for their
animals became very scarce.

IV. Having left the Black Hills and
waded through two more creeks,
the handcart company reached
Deer Creek, October 17th.

V. On October 19th, a bitter cold day,
they waded across the North
Platte River.
VL The following morning, October
20th, a number of emigrants who
had died during the night from
hunger and exposure, were buried
near the camp.
VII. On the night of October 20th,
they camped at the point on the
Platte where the road cut across
southwestwardly to the Sweetwater
River.

VIII. On October 28th, news of relief
wagons came to them.
Lesson Enrichment: "The next day
after crossing the Platte the company
moved on slowly, about ten miles,
through the snow, and camped again near
the Platte and at the point where the
road left it for the Sweetwater. It snowed
three days, and the teams and many of
the people were so far given out that it
was deemed advisable not to proceed fur-
ther for a few days, but rather to stay in
camp and recruit. It was hoped that
the snow and cold would prove only a
foretaste of winter and would soon pass
away and the weather would moderate,
but that hope proved delusive. It was
expected that help from Salt Lake would
soon reach the company, which cheering
expectation was shortly realized. In this
camp the company stayed, resting and re-
cruiting as well as could be under the
circumstances, the snow remaining on the
ground and the frost being very keen
at nights. Here the flour ration fell to
four ounces per day; and this was the
extremity of their privations as to food
but not the end of their sufferings, for
the injurious effects of their privations
told upon them for the remainder of their
journey and for some time after. Indeed,
with some of the company relics of these
effects remain, of one sort or another, to
this day. In addition to the flour ration,
considerable beef was killed and served to
the company, as had been the case most
of the journey. But the cattle had now
grown so poor that there was little flesh
left on them, and that little was as lean
as lean could be. The problem was how
to cook it to advantage. Stewed meat
and soups were found to ibe bad for di-

556

THE INSTRUCTOR

Sept., 1931

arrhea and dysentery provocative of
and aggravating those diseases, of which
there was considerable in the company,
and to fry lean meat without an atom of
fat in it ,or out of it was disgusting to
every cook in camp. The outlook was
certainly not encouraging, but it need
not be supposed that the company was
in despair, notwithstanding that the sit-
uation was rather desperate. O no! A
hopeful and cheerful spirit pervaded the
camp, and the "songs of Zion" were fre-
quently heard at this time, though the
company was in the very depths of its
privations. Though the bodies of the

people were worn down, their spirits
were buoyant, while at the same time
they had become so accustomed to look-
ing death in the face that they seemed
to have no fear of it, nor of the corpses
either, the bodies of the dead having be-
corne such familiar sights as to lose their
ordinary thrilling influence on beholders,
and to be no more thought of with re-
pulsive aversion, nor specially and ner-
vously avoided, than the living." (John
Jacques, "Some Reminiscences, Salt
Lake Herald, Dec. IS, 1878.

Application: Should I despair though
faced by death?

A Two-and-a-Half Minute Talk

The Power Behind the Throne

Nations rise and fall depending upon
the power behind the throne. If that
power is vicious and evil, destruction is
certain. If it is righteous, glory is sure.
The history of the Israelites illustrates
this very clearly.

Samuel lived many years and injled the
people wisely. They all loved and trusted
him. He tauight the Israelites to wor-
ship the Lord. When he grew old he
made his sons judges in Israel, to help
in the care of the people, but they didn't
do as their father had done.

The elders of all the tribes of Israel
came to Samuel and said "You are grow-
ing old and your sons don't rule as you
have done. Give us a king like all the
lands around us." This displeased Sam-
uel, not that he wished to rule, but be-
cause the Lord was their King. So Sam-
uel prayed to the Lord to know what
to do. The Lord said listen to the people
in what they ask, let them have a king
but show them what trouble a king will
bring upon them.

Samuel called all the people to a place
called Mizpah, and told them since they
aesired a king the Lord had made known
to him who should be their king.

In the tribe of Benjamin a young man
named Saul, the son of Kish, who was a
large noble looking man. He was the
tallest man in Israel. His father was
very rich with many fields and flocks.
Saul and a servant were looking for some
asses that had strayed. They came near

to Ramah where Samuel lived. While
they were walking the servant said there
is a seer that lives here, let us go to him
and give him a present and perhaps he
will tell us where to find the asses.

In those times a man to whom God
made his will was called a seer but in
later times they were called prophets.
When Samuel met Saul the Lord told
Samuel he was the one to rule his people.
Samuel anointed Saul as king over Israel.
Saul^ had great power as long as he ruled
in righteousness but he was not always
obedient to the commandments of God.

The Lord told Saul to take his armies
and destroy the Amalekites and not to
leave anything.

Samuel prayed all that night to the
Lord and the next day until he went to
meet Saul. When Saul saw him he said
"May the blessings of the Lord fall upon
you, I have done what the Lord com-
manded me to do." Samuel said if you
have obeyed God's command and de-
stroyed^ all of the Amalekites and their
possessions, what is the meaning of all
the bleating of the sheep and the bellow-
ing of the oxen I hear? Saul said, I left
the best of the sheep and oxen to offer
sacrifice to the Lord. Samuel asked him
if the Lord would be as pleased with the
sacrifice as by obedience to his com-
mands ?

The kingdom was taken away from Saul
through his disobedience and given to
David, who ruled very wisely.

—Margaret Fleming (Age 12),
Sellwood Branch, IPortland, Ore.

General Board Committee: Frank K. Seegmiller, Chairman; assi^ited by Florence Home

Smith, Lucy Gedge Sperry and Tessie Giaqme

LESSONS FOR NOVEMBER, 1931

Ages 7, 8, and 9

First Sunday, November 1, 1931

A Picture Lesson

The Object of this period is to give the
children an opportunity to tell how the
characters in our lessons this month have
believed in Jesus and in God, and how
they have obeyed Their commandments.
They will bear their simple little testi-
monies as they look again in review at
the pictures of these characters.

Teachers will help the children give
in their own words the answers to the
following questions.

Just before Jesus went home to God
in Heaven, what big work did He give
His apostles to do? How did He say
this last message to them? What bless-
ing comes to folks who are baptized?

Why did Jesus tell His apostles to go
back to Jerusalem? What did they do?
How were they rewarded for the obe-
dience ?

When Peter and John saw the lame
man at the Gate Beautiful, for what did
he ask them. Why did Peter look at-
him so steadily? Then what did Peter
say? What happened to the lame man?
How did He and His friends feel about
it?

Second Sunday, November 8, 1 931

Lesson 122. The Gospel Spreads Abroad.

Text: Acts 4:13-37; 6:1-8; 8:3-40. Sun-
day School Lessons Leaflet No. 122.

Objective: Those who have courage
to try to do God's will are guided by His
Spirit.
Memory Gem —

God will guide His little children.
In their work and in their play.
If they listen to the promptings
Of His spirit, day by day.
Songs: "I'll Serve the Lord While I
am Young." (Deseret Sunday School
Songs) "God Make My Life a Little
Light."

Pictures: "Phillip and the Ethiopian,"
New Set of Colored Pictures, No. 186. ,
Organization of Material;
I. The followers of Christ are Scat-
tered.

a. The Jewish rulers persecute them.
Peter answers their threats.
II. Phillip Goes to Samaria.

a. He is chosen to assist in the
church.

b. Preaches the Gospel of Jesus
Christ.

c. Wonderful miracles performed.

d. Many are baptized.

e. Great joy in the city.
III. Peter and John Come to Assist.

a. The baptized saints receive the
Holy Ghost.

b. Simon offers money for it.

c. Peter rebukes him.

IV. Phillip Baptizes the Queen's Ser-
vant.

a. He receives a message from God.

b. He finds the queen's servant.
Who has come to worship in the
temple.

c. Phillip preaches the Gospel to him

d. He is baptized.

Lesson Enrichment — Point of Contact:
Show the picture of Wilford Woodruff
and tell the following incident. One day
as President Woodruff was leaving a
Sunday afternoon meeting the still small
voice said to him, "Don't go to your city
home, go to your farm." President Wood-
r.uff wondered about this. He was very
tired and needed rest. But he was ac-
customed to listening to this voice when-
ever it spoke to him, so he went at once
to the farm. When he arrived there he
found his wife wading in the water up
to her knees. The creek had overflowed
and broken his irrigation ditch. His
house was wholly surrounded by water.
There was deep water around the barn
and the pig pen. With his help the water
was soon turned into another channel.
By listening to this warning voice Presi-
dent Woodruff saved his house from be-
ing damaged and perhaps saved the lives
of some of his farm animals.

Illustrations — Application: The teach-
er may give an illustration from her own
life experiences which proves the bless-
ings of listening to the still small voice.
If the children have any such experiences
listen to them. Every child has a right
to have this little voice whisper to him.
But if he does not listen to its prompt-
ings it may grow weaker so it cannot be
heard. Most always when a boy is play-
ing ball and his mother calls him to come

558

THE INSTRUCTOR

Sept., 1931

in, this still small voice says clearly, "Go
in." What do real strong boys do at
times like this? Sometimes this voice
whispers to girls when they are on their
way home from school. It says, "Go
right home. Mother told you not to stop
to visit today." Sensible girls listen to
its warning. They immediately say
"Good bye" to their friends and hurry
home.

Third Sunday, November 15, 1931
Lesson 123. The Conversion of Saul

Text: Acts 9:1-21; 22:1-21. Sunday
School Lesson No. 123.

Objective: Those who have courage to
try to do God's will are guided by His
Spirit.

Memory Gem: Same as last Sunday.

Songs: "I'll Serve the Lord While I
Am Young." (Deseret Sunday School
Songs.)

Pictures: "The Conversion of Saul,"
New Set of Colored Pictures No. 188.

Organization of Material:

I. Saul Persecutes the Saints.

a. Saul, a short, dark, earnest, edu-
cated man.

He was strong for the right.

b. He separates families and takes
the parents to jail.

c. Goes to Damascus, intent upon
further persecution.

IL He is Struck Blind.

a. As he journeys to Damascus.
At noon-day.

b. A light and a voice halt him.

1. It is the voice of Jesus.

2. The message.

b. Saul manifests a desire to do
God's will.

d. He is led to Damascus.

III. The Light of New Life Comes Into
His Soul.

a. Ananias visits him.

1. In response to instructions from
God.

2. His message.

b. By the power of God Ananias

gives him sight.

c. Saul is baptized.

d. He learns the Gospel from the

apostles..

e. Preaches the doctrines of Christ
Jesus.

Lesson Enrichment: Point of Con-
tact: Let us talk with the children about
the work our missionaries are doing.
They go into the world to "convert" peo-
ple to the Church of Jesus Christ. "Con-
vert" is a big word so let us find out what
it means. When our brothers or sisters

or our fathers go on missions, they first
receive a "call,' from the President of
the Church. This "call" generally comes
in a letter saying words something like
these. "Because of your earnestness and
your good deeds, your bishop has told
us that you may be interested in going
on a mission to teach folks the way to be
happy. If you are, please let us know if
you can go by such and such a date." The
letter is signed by the President of the
Church. If the young man (or lady)
would like to go (to tell others Jesus
Christ's way to be happy) he answers
the letter saying that he would. A fare-
well evening is given him by the people
who live near him and he receives a bless-
ing from the leaders of the Church. His
mother helps him pack his clothes and
his books into a trunk and a suit case
and he goes away on the train to be a
missionary.

Now what does he do as a missionary?
We believe that folks who live as Jesus
taught them to live are happy. There are
many people in the world who are not
happy. They do not seem to know
what Jesus wants them to do. So our
missionaries go to try to teach them the
way Jesus meant that they should live.
If these people like the things our mis-
sionaries teach them; if living the way
they suggest makes them happy they join
our Church. As soon as they decide to
live as we think Jesus wants them to live
we say they are converted. Then when
then are baptized and blessed by the
elders they are members of our Church
with us. A missionary is very glad when
he converts someone, when he shows
someone the way to be happy.

Our story today is about a brave
strong man who was "converted" who
found a new way to be happy.

Illustrations — Qjuestijons — Applications:
It takes a very brave strong person to
say to himself, "I was wrong. I will do
better next time." When did Saul say
this? How did Our Father in Heaven
help him to do better? Little folks our
age do not go on far away missions to
work for the Lord but we can be mis-
sionaries to invite folks to come to Sun-
day School. There are other ways we
can be strong. Sometimes by mistake we
say unkind words and real angry words.
Let us think of a time when it would
be easy for us to become angry. Instead
of being angry in such a case what would
it be wiser to do? But suppose we be-
came angry and spoke before we thought.
How could we show our strength to
make things right?

Sept., iQ^t

PRIMARY

559

Fourth Sunday, November 22, 1931

Lesson 124. How a Good Woman Came
to Live Again

Text: Acts 9:32-43.

Objective: "The fervent prayer of a
righteous man availeth much." (The
Lord answers the prayers of those who
earnestly pray to Him.)

Pictures: "The Raising of Dorcas,"
New set of Colored Pictures' No. 189.

Memory Gem: "The Lord thy God
shall lead thee by the hand and give thee
answer to thy prayers."

Songs: "Did You Think to Pray?"
(Deseret Sunday School Songs.)

Organization of Material:

I. The Church of Jesus Christ Organ-
ized in Many Cities.

a. The saints worship God in earn-
estness.

b. The Branches are visited by the
apostles.

c. Peter heals many sick folks in
the name of Jesus.

II. Dorcas, a Devout Saint Dies.

a. She lived by the sea.

b. She loved the Lord.

c. Was constantly doing good.

1. Made clothing and gave it to

the poor.
2: Gave alms.

d. She becomes ill unto death.
III. Dorcas' Friends Bring Peter.

a. He was preaching nearby.

b. He comes at once.

c. The miracle.

1. Peter sends the people from the
room.

2. He kneels in earnest prayer.

3. Calls her by name and raises
her up.

d. Her household and friends re-
joice.

e. Many more are converted to the
Church.

Lesson Enrichment: Point of Contact:
Sing twice with the children the first
verse and chorus of the song "Did You
Think to Pray?" Sunday School Song
Book, No. 65.

Ere you left your room this morning,
Did you think to pray?
Did you plead for grace, my brother,
That you might forgive another
Who had crossed your way?

O, how praying rests the weary!
Prayer will change the night to day:
So when life gets dark and dreary,
Don't forget to pray.

Then ask the children to tell the dif-
ference between night and day. Sad hours
are sometimes called night and happy

hours are called day. In the story of
Dorcas, a night of sorrow was changed
into a day of gladness.

Questions — Hlustraliions— Applications :
The teacher will tell an experience in her
life in which sadness, sorrow or pain
was changed to joy and gladness by earn-
est prayer to God. Then let the children
tell of similiar experiences. Find out
how many times a day it is wise for lit-
tle folks to pray.

Then sing again the first verse and
chorus of the song "Did You Think to
Pray?"

Fifth Sunday, November 29, 1931

Lesson 125. How the Prison Gates Were

Opened

Text: Acts 12:1-20. Sunday School Les-
son Number 125.

_ Objective: "The fervent prayer of a
righteous man availeth much. (The Lord
answers the prayers of those who earn-
estly pray to him.)

Pictures: "Peter Delivered from Pri-
son," New Set of Colored Pictures, No.
192.

Memory Gem: "The fervent prayer of
a righteous man availeth much." (Teach-
ers be sure to teach this gem at the time
it appears in the lesson.)

Song: "Did you Think to Pray?"

Organization of Material:

1. Simon Peter, Imprisoned.

b. He was placed under heavy guard.

c. The saints pray without ceasing,
for their leader.

II. An Angel of God Gives Peter His
Freedom.

a. On the night which was to be
his last.

b. He awakens Peter from his sleep.

c. Commands him to dress and fol-
low him.

d. Leads him past the prison gates.
III. Great Rejoicing Among the Saints.

a. Peter goes to Mary's house.

b. He bears testimony of God's good-
ness to him.

c. He departs into another city.
Lesson Enrichment: Point of Contact:

Sing both first and second verses and
chorus of "Did You Think to Pray?"

(Second Verse)

"When sore trials came upon you,

Did you think to pray?

When your soul was full of sorrow.

Balm of Gilead did you borrow

At the gates of day."

Then ask the children to listen to your
story and watch carefully to see what
sore trial came upon Peter and how night
was changed to day again.

Illustrations— Applications: Call again

560

THE INSTRUCTOR

Sept., 1931

for stories of how little folks whom the
children know have been blessed through
prayer. If there are children absent from
Sunday School because of sickness, re-

carnest folks take when they say their
(.:veningf and morning prayers. How do
they hold their hands? What do they
do with their eyes? How do grateful

member them in the closing prayer. Ask people act while prayer is being said at
the children to pray for them at home.. Church or Sunday School or any other
Then let the children tell what position place?

Value of Struggle

By Edith L. Re id For the

Donnie's tiny fingers were earnestly
engaged in trying to fasten his sandal.
Time and again he almost got the
end of tthe strap through the buckle,
but each time it slipped. Donnie's
brow grew puckered and his face was
flushed.

"Poor little man!" Mother ex-
claimed discovering his situation. "I'll
fix it for you."

"He could have buckled it himself
after a while, if you had left him
alone," said Grandma.

"But I can't bear to see him stug-
gle so hard," Donnie's mother ex-
plained.

"Struggle is essential in character
building according to my notion,"
Grandma answered. "It's good train-
ing to let even the tiny tots struggle
along to victory. Then they are grow-
ing."

"But I love to help him," protested
Mother.

"There you are," Grandma insisted
pleasantly. "That's the point that I
am trying to make. Your love some-
times deprives Donnie of a great priv-
ilege."

"But while he is small and where I
can help him I like to think I am
making things easier for him. He'll
have worries enough when he is
grown and has to stand alone.

But before Grandma had time to ex-
plain her suggestion further they both
became absorbed in watching Donnie.
He had unbuckled his sandal and was
again concerned with the problem of
getting the end of the strap through
the buckle. They watched him for a
few moments in silence. The baby
fingers tried and failed and tried again.
But at last the strap slipped through
and he fastened it securely.

National Kindergarten Ass'n.

Donnie jumped to his feet. His
eyes were dancing with joy. His face
was beaming with victory. "See !" he
exclaimed. "Look, Donnie did it!"

His mother folded him in her arms
and confessed to Grandma, "You're
right; he never looked like that when
I fastened his shoe."

This is only one example of many
daily instances when over solicitous
mothers allow the desire to serve to
stand in the way of true character
training. If the child is building- a
house of blocks and it falls over two
or three times, many a mother will
stop her sewing or baking and com-
plete the structure with her own skill-
ful hands. She dislikes to hear him
fuss. His cry of impatience is the
signal for her to rush forward and
smooth out the difficulty.

"Let mother help you" is one of the
favorite phrases in the vocabulary of
motherhood. But it will be wise for
all mothers to consider carefully
whether or not their help will be a
real kindness. If a child attempts
something that is within its power to
accomplish, even though it should en-
tail prolonged struggle, mother should
not interfere by doing it for him. If
he persists at a problem until he be-
comes nervous, distract him by intro-
ducing some 9th er occupation and let
him return to the first perplexity later.

The real test of mother love is to
stand by and supervise indirectly,
knowing that this self-restraint on her
part is for the lasting good of the
child. To commend him when he has
conquered an obstacle and to encour-
age him to attempt still further prob-
lems in child life is the kind of help
that advances character building.

KIND

A R T E N

General Board Committee: George A. Ho\ Chairman, assisted by Inez Witbeck and

Marie Fox

LESSONS FOR NOVEMBER

Ages 4, 5 and 6

First Sunday, November 1, 1931

The Children's Period

On this day the children do most of
the talking. As they look at the pictures
their teachers show them they tell the
stories the pictures suggest. As they tell
these stories they will also express in
some simple way a suggestion of the
truth which the story develops, if the
teacher has given it to them when she
told them the story.

Teachers may need to ask a question
or two similar to the following:

(For Lesson 28) As Jesus was sitting
by the money box in the Temple, what
did many rich people do? When the
widow came along how much money did
she put in? Which did Jesus think had
put in the most money? Why^ When
little folks in our Church earn ten cents
what part of it do they give to the 1-ord?
How does this giving make them feel?

(For Lesson 29) Why was Elijah call-
ed a servant of God? What was his work?
For what did he ask the widow? Why
did she stop to think a minute before she
went to get him some food? What did
Elijah promise her? How did the pro-
mise come true? What did we brin^'- to
Sunday School this month to helo God's
servants? How did we foel when we
brought to our teachers our little en-
velopes with our money inside?

(For Lesson 30) In the long ago days
the Lord had two servants whose nam^s
were almost alike. One's name was Eli-
jah and the other's name was Eli-sha.
Elisha went from town to town teach-
ing the people. Who fixed a room all
nice and comfortable for him? What
did he promise this lady? How did the
Lord help this promise to come true"-"
How may little folks make the Ward
Teachers or the Relief Society Teachers
comfortable when they come to our
house?

Review gems of previous month.

Rest Exercise: Review a rest exer-
cise for the month.

Second Sunday, November 8, 1931
Lesson 31. Jesus and the Ten Lepers

Text: Luke 17:11-19. Sunday Morn-
ing the Kindergarten, Lesson No. 31.
References: "Jesus the Christ," pages
470 and 471; Any Life of Christ.

Pictures: "The Ten Lepers." New Set
of Colored Kindergarten Pictures No.
58.

Objective: Thanksgiving and grati-.
tude should be shown in deeds as well
as words.

Organization of Material:

I. Jesus Journeys to Jerusalem.

a. It was his custom to go from city
to city.

His good deeds were known
far and wide.
b. Crowds of people follow Him.
c. He enters a certain village.
IL He Heals Ten Lepers.

a. They come to Him.

1. Their physical condition.

2. Their isolated home.

3. Desire to be blessed by Jes'^s.

b. They cry, "Master, have mercy
on us."

c. Jesus sends them to the priests.

d. As they go, they are cleansed.

They are given the greatest
blessings in life — health and
faith in God.
TIL Only One Returns to Show His
Gratitude.

a. A Samaritan turns back and glori-
fies God.

b. He falls on his face and continues
his thanksgiving.

c. Jesus* comment.

1. "But where are the other
nine?"

2. "Thv faith hath made thee
whole."

Lesson Enrichment: Point of Con-
tact :^Ask the children to open their
liands in front of them. Call their at-
tention to the soft, pink skin that cov-
ers them. Have them move their fingers
to see how the skin stretches to make
room for the fingers to move any way
they wish to move. See if any child has
a scratch, a cut or a bruise on his hands.
Let him tell how it is healing. It is g-^t-
ting better every day and soon it will be
all well again. Most of the time when

562

THE INSTRUCTOR

Sept., 1931

our scratches get well we can't see where
they once were. Sometimes when people
are sick their skin gets sick too and it
can't do its work well. The skin doesn't
heal its cups up like it should. Some-
times people get a sickness that makes
their skin white and strange looking.
Once when Jesus lived here there were
some men who had just such a sickness.
They were so sick that they couldnt come
near other folks. Their skin was sick
too and they were very unhappy. But
Jesus helped them.

Illustrations — Applica'tion : — After the
story has been developed let the children
count on their fingers how many sick
men there were who called to Jesus. Then
let them count how many there were
who forgot to say "Thank you." Find the
'one finger which stands for the man
who did not forget, but who came to
Jesus to say "Thank you." Tn how manv
ways did this one man say "Thank you?"
What did Jesus say? When do little boys
and girls of today say "Thank you?" In
what other way may we say "Thank you.'
Let the children think how many times
they have said "Thank you" this morn-
ing. _ Then let them think how thev may
say it this afternoon? Find out if any-
one knows what holiday comes this
month. Then learn the little verse which
says,

"Thank-you day will soon be here
But I'll say "Thank-you all the year."

Rest Exercise: Sing and dramatize
"Nature's Goodnight." Song Stories by
Patty Hill.

Third Sunday, November 15, 1931

Lesson 32. Birth of John the Baptist

Text: )Luke I:i5-2S; 57-80; -Sunday
Morning in the Kindergarten, Lesson
No. 32.

References: "Jesus the Christ' by Tal-
mage, pages 75-79. Any book on the life
of Christ.

Objective: Thanksgiving (and grati-
tude should be shown in deeds as well as
words.

Organization of Material.

L Zacharias and Elizabeth Righteous
Before God.

a. They were from chosen families.

b. Both had grown strong in the
service of God.

1. Zacharias, a priest in the
temple.

2. Elizabeth, doing good daily.

c. They sorrowed greatly becaus?
they had no children.

d. Prayed constantly for a son.
II. An Angel Promises Them a Son.

a. When Zacharias was on duty in
in the temple.

b. The son to have a special mis-
sion.

1. His name to be 'John

2. He was to be filled with the
Holy Ghost.

3. His mission was to prepare the
way for the Lord.

c. Zacharias asks for a sign.

d. Great rejoicing in the home.
III. The Promise Fulfilled.

a. In due time, the son born.

b. Friends and neighbors share the
parent's joy.

c. Named and blessed on his eighth
day.

d. His father's speech restored,
IV. The Song of Thanksgiving.^

a. Zacharias praises God in deeds
and words.

b. He prophesies of John's mission.

Lesson Enrichment: Point of Contact:
Sing with the class a song of praise and
thanksgiving. "We Thank Thee" page 12
or "Thanksgiving Hymn" page 35 of
Kindergarten and Primary Songs by
Thomassen or any song of oraise the
children may know. Then talk about It
a little with the children. To whom do
we say "Thank you" in this song? Note
the words which say praises to God. Then
sing the song once more with faces up-
turned to Heaven as thoup-h we were
extra anxious to praise our Heavenly Fa-
ther.

Then tell the story of a good man who
wanted a little son very badly. Our Fa-
ther gave him the son and he was so hap-
py and so thankful that he sang praises
to God, saying "Blessed be the Lord God
of Israel." He not only said good things
to Our Father but he did the things Our
Father asked him to do to show his
thanks.

Illustration — 'Application : — Let sev<eral
children tell of a time during the week
when they have said, "Thank you" to
some one. Let some others think of a
time when they have seen someone do
a "Thank you deed." Let teacher and
pupils together think of a few words they
may say as little songs of praise to their
fathers and mothers at home. Perhaps
the child's little song of praise could say
"O Mother dear, I love you." If the
teachers desire, they may teach the chil-
dren one of the following:

"Mother! Mother! gift of love.
From the blessed Lord above

"I love my pa an awful lot
For he's the only pa I've got

Sept., 19 31

KINDERGARTEN

563

"The world has many fathers,

And all of them are fine;
But better than all the others,

There's one (God bless him!) mine."

"I know the nicest lady

Of any anywhere;
It is my own dear mother

She's sitting over there

— Ida Reed Smith

I will not frown and say cross words

To grieve these parents of mine,
,But be a sunbeam

And shine! shine! shine!

(If teachers feel that their children are
too small to remember one of these verses
to say to their parents, write enough
copies so that each child may take one
home.)

Rest Exercise: When we wish to
show our gratitude to mother and fa-
ther for the clothes they have given us,
we can keep them brushed, we can shake
them in the wind, hang them on the
hook, keep the shoes brushed and wash
the hands so that they will not soil the
clothes. Pretend at doing these things.

Fourth Sunday, November 22, 1931

Lesson 33, Larry's Thanksgiving
Text: Sunday Morning in the Kin-
dergarten.

Objective: Thanksgiving and grati-
tude should be shown in deeds as well as
words.

Organization of Material.
I. Jane Tells Larry of Her Thanks-
giving Day Plan.

a. She recalls the joy, of the last vis-
it to her grandmother.

L Sliding down the haystack.

2. Gathering Black Biddy's eggs.

3. Feeding Bossy, the cow.

b. She visits Larry, a lame boy.

1. His mother obliged to work
daily.

2. He has never been on a farm.

c. Jane sympathizes with him.
II. She Changes Her Plan.

a. To include Larry and his mother.
L They are to go to the farm

with Jane.
2. Jane to spend her own money
for railroad fare.

b. Jane's unselfishness pleases her
mother.

III. Jane and Larry's Happiest Thanks-
giving.

a. Both families visit the farm to-
gether.

b. They enjoy a delicious Turkey
dinner.

c. Thank God for His blessings.
Lesson Enrichment: Point of Con-
tact: Show some pictures (which have

•been collected from old magazines or
which have been found in various books)
which picture little children doing some-
thing for some one else. They may be of
a child giving the cow or the horse
an armful of hay, a child feeding the
chickens, dusting a room, setting the
table, helping an old lady across the
street, tending the baby, etc, etc. Help
the children to feel that these children
may be saying "Thank you" in deeds as
well as in words.

Then find out about the little "songs of
praise" which the children said to their
parents last Sunday and perhaps many . .
times during the week. Let the children * *
tell when they said them and what their
parents said in answer. Let them tell
of the sunshine deeds they did for mo-
ther and father as a means of saying
"Thank you."

Ask for the memory gem again:
"Thank-you day will soon be here
But I'll say Thank-you all the year."

Then tell how Jane said "Thank you"
to God for His blessings to her.

Rest Exercise: Pretend at helping mo-
ther prepare the Thanksgiving dinner.
Run to the basement, turn the food grind-
er, count the eggs for the pumpkin pie,
polish the apples, etc.

Gem: Thank you for the world so
sweet
Thank you for the food we eat.
Thank you for the birds that sing.
Thank you, God, for everything.

Songs: "Thanksgiving Hymn," page 35
(2nd verse) Kindergarten and Primary
Songs. "Thanksgiving Song," Child Land
in Song and Rhythm, Jones & Barbour.
"Thanks for Daily Blessings," Song
Stories— Patty Hill.

Fifth Sunday, November 29, 1931

The Children's Period

This Sunday follows Thanksgiving
Day so the children's minds will be full
of the memories of joyous times. Encour-
age them to tell how they spent their
"Thankful day." What words of thanks-
giving did they say? What deeds of grat-
itude did they do? Show any pictures of
kind acts which they may bring. Then
show the pictures of "Jesus and the Ten
Lepers," "Zacharias and John, the Bap-
tist" and a picture which you may find
to represent "Larry's Thanksgiving."
Help the children to find the "thank you"
deeds in these stories. (In the old set of
Kindergarten and Primary Pictures, you
will find two pictures of kind deeds.
They are "The Wounded Lamb," and
"David Plays Before the King.") This
Period may be made a very happy child-
like testimony period.

CHILDREN'S

Like Joseph Did

By Coral J. Black

"1 do wish you'd quit singing, Cal,"
Ben Davis remarked irritably to his
younger brother, "that's the third time
I've asked you since we left home, and
you're still at it!"

"You haven't asked me to quit sing-
ing, even once," the younger boy ob-
served smiling.

"Haven't? What about when we
passed the school house and again at
the river bridge, and nowf What do
you call it?"

"Well, Ben, the first time you asked
me where I got my tune and down by
the bridge you said you'd heard cats do
better singing and just now you said
you wished I'd quit but you didn't
really ask me to."

"Well, you knew every time just
what I meant, now didn't you, honest-
ly?"

■"I knew you were tired of it but you
didn't ask me to quit so I kept on."

"Well, Cal, I really wish you would
quit, will you?"

"Oh, yes, I guess so," Cal agreed
reluctantly, "but I like to sing, espe-
cially when we are on this old wood
rack. I like to keep time with the
squeaks in the front wheels. Have you
ever noticed, Ben, how that right wheel
gives three little screeches every time
it turns around and each one sounds a
little different to the others?"

Ben smiled. Cal was always saying
some ridiculous thing that made a fel-
low smile whether he wished to or not.

"Sure, I hear dozens of noises every
time the old rack moves, but I haven't

heard any yet that I'd call musical or
that make nie want to sing."

Cal looked at his older brother spec-
ulatively for a moment then asked.

"What's the matter with you Ben?
I never saw you so cross and grumpy.
Don't you feel well ?"

Ben did not reply. They had reached
a short stretch of level road and if they
were to make time on their trip the
horses must be urged to a faster pace
whenever the roads would permit. Ben
spoke sharply to his team which in re-
sponse broke into a long swinging trot.

Presently, receivifig no reply, Cal
ventured another question.

"I'll bet you're mad at me or else
you're sick. Are you?"

"No," Ben replied gruffly, "there's
nothing the matter of me except I am
so worried about mother."

"Mother? Why mother is getting
better every day. I heard Aunt Carrie
say so yesterday," Cal exclaimed in
astonishment. "Why worry about
her?"

"Cal, Aunt Carrie hasn't seen mother
yet this morning but the doctor has
and I heard him tell father the crisis
would come today and he had very lit-
tle hope for her."

"What's a crisis, Ben?"

"Well it's the worst part of a sick-
ness, the turning point where a sick
person either dies or begins to get bet-
ter."

"Gee whiz!" Cal exclaimed in con-
sternation. "Why did we come after

'«l

Sept., IQ3I

LIKE- JOSEPH DID

565

wood if mother is so very sick? Why
didn't we stay at home?"

"Well, you see," Ben explained, "we
promised this load of wood sure today
— 'besides we couldn't do a bit of good
at home and time passes quicker when
we work."

"That's so," Cal agreed and the two
boys lapsed into silence each busy with
his thoughts.

Ben's mind reverted to the promise
made and now being kept. He could
not have told why he believed it, for
he was a shy, quiet boy who very
seldom gave utterance to his thoughts,
but deep in his heart he felt that in the
strict performance of his duty he was
making himself worthy of a blessing —
that somehow it would affect his moth-
er's chance for recovery.

Cal, the younger boy, was a bright,
merry lad forever whistling or singing,
pleasant, contented and deeply re-
ligious.

Now he sat silent for a time his feet
swinging idly and his eyes turned to
the line of distant purple peaks. His
thoughts were with his mother so ill
at home and it seemed a veil of cloud
had passed over the sun.

Half an hour flitted by in silence
then suddenly ICal burst again into
song.

"O, how lovely was the morning,
Radiant beamed the sun above."

Ben turned on him angrily but be-
fore he could voice his reproach Cal
cried out,

"Oh, Ben, I forgot, honest I did.
I didn't even know I was going to sing
until I heard it."

"But how can you sing, Cal, with
mother so sick?"

"Well it don't do any good to be
gloomy, does it?"

"It may not do any good" answered
the older boy, "but I don't see how you
can sing."

"Well isn't there lots of things to
enjoy and be thankful for?" Cal coun-
tered, "beside I don't believe mother
will die. I almost know she won't."

"I hope you are right, Cal, but I

couldn't enjoy anything today, I never
saw the old wood road so tiresome and
dirty and hot. I'm so unhappy I could
easily cry but I couldn't sing, it would
choke me !"

"Well I don't feel • very happy
either," Cal replied, "but you know
Ben, they even sing at funerals. It's
supposed to make people feel better."

"But it doesn't, I'm sure it doesn't
make anyone feel better and it always
makes me feel a lot worse."

"Well if you're thinking about your
song you can't be thinking about' your
sorrow too," argued the young philos-
opher, "and so of course you would
feel better."

"Were yon thinking about your
song ?"

"Sure 'O how lovely was the morn-
ing,' it is a lovely morning don't you
think so, Ben?"

"Well, yes," Ben agreed rather re-
luctantly, "it zvould be a lovely morning
if mother were well. If I could know
she would ever be singing around the
house again like she always does when
she is all right I — I — " but Ben could
not' finish the sentence, tears were too
near.

"I'm sure she'll be all right Ben,"
comforted the younger boy, "we've had
the Elders every day and the doctor
too."

"But they haven't done her any good
have they?" Ben questioned dubiously.

"Why, Ben, she might have died long
ago if it hadn't been for the Elders.
We don't know how much good they've
done!"

"But she's not better, Cal. she's
worse and Doctor Benton doesn't think
she will get well."

"Well, / think she will," the young-
er boy maintained stoutly. "I'm just
as sure as sure can be. Anyhow moth-
er wouldn't want us to feel gloomy and
cry around. She always liked to hear
us sing."

"I know," Ben faltered, "but please
don't Cal, I just can't stand it."

"All right Ben I won't sing any
more."

566

THE INSTRUCTOR

Sept., 1931

So the boys lapsed into silence once
more while the horses plodded up the
rough road. The river called merrily
to them as it hurried to the Valley be-
low, the aspens quivered in the breath-
less sunshine, a great gray hawk hung
motionless in the air above them — ^but
all passed unnoticed by the young
woodemen who were so deeply ab-
sorbed in their own sorrow.

But suddenly two more lines of that
pleasing song issued from Cal's lips.
"Humbly kneeling sweet appealing,
'Twas the boy's first uttered prayer."

But' the song died as abruptly as it
had begun and Cal turned to his
brother,

"Oh, Ben, forgive me, I didn't mean
to sing any more but I've had that song
in my mind all morning and it just
slipped out before I knew it was com-
mg.

"All right, Cal, but I do wish you
could remember not to."

It was still some time before noon
when the boys reached their "wood
yard" as they called the particular hill-
side where they secured their load.
The horses were unhitched, hobbled
and turned loose to feed on the wild
oats which grew knee deep on the hills.

The boys ate a few sandwiches for
they had breakfasted early and were
both very hungry. Then they set to
work with a will, filling the big wood
rack. This was done in an orderly and
systematic way, for if the wood was
laid in snugly the rack held a good cord
and this meant a fair wage for the two
lads.

It was getting late in the afternoon
when the loading was at' last completed
and two brothers sat down on a fallen
log to rest a few moments and eat
the remainder of their lunch.

There had been very little conversa-
tion between them for several hours
for hard work makes it rather difficult
to talk freely. Now as they sat quiet-
ly eating Cal turned to his brother,

"Ben don't it always make you feel
different when we are up here in the
hills?"

"How do you mean different?"

"Well, I don't just know," puzzled
Cal, "it's so quiet and the sky seems
so close. Why I feel sometimes that if
I should call real loud they could easy
hear me up in heaven."

Ben smiled in spite of himself.

"You'd better be careful what you
say then Cal."

"Don't laugh at me, Ben, because
there's something I want to tell you—
something I've been thinking about
ever since you scolded me for sing-
ing."

"What is it that's been bothering
you ? Tell me Cal, I won't laugh, hon-
estly."

"Well you remember what I was
singing don't you?"

"Sure, 'Joseph Smith's First Prayer'
why?"

"It's about that song I've been think-
ing, Joseph went into the woods to
pray, didn't he?"

"Yes," replied Ben, "he went into the
woods so he would be alone."

"Maybe that was the reason and
maybe it was so he would be nearer to
God."

"Why, Cal, what a strange idea," pro-
tested his brother, "don't you think our
Father in Heaven could hear Joseph
as well at home as anywhere?"

"I know he could all right, but it
seems like we are nearer to him out
here than we are at home and I think
we mean what we say more if we feel
like we are closer to Him."

iBen was thoughtful. He had to
agree with his brother that there was a
different feeling here in the hills among
the great pines and fragrant cedars.
Yes, there certainly was something
which made one feel that' they were
in the very presence of the Great Cre-
ator.

Cal's voice 'roused him from his
thoughts.

"Ben, I've been thinking about Jo-
seph Smith's first prayer and how God
answered it in such a wonderful way,
and I — " he hesitated and glanced at
his brother,

"You what, go on."

"Well I've been wondering if we

Sept.. J931

LIKE JOSEPH DID

567

prayed for mother here in this lovely
place, wouldn't He hear and answer
our prayers as He did Joseph's?"

As Cal ceased speaking the puzzled
look that had been in Ben's eyes van-
ished and the light of understanding
shone from them.

"Just the thing, Cal, I'm so glad you
thought of it. We'll kneel right here
by this log and we will each pray. You
have the first turn, old kid, because it
was your idea."

Oh the nearness and the dearness of
those prayers. Alone in the solitude
of the hills, where no other eyes or ears
might witness their supplication, they
poured out the trouble of their boyish
hearts to a kind and loving father and
besought His help.

The prayers over, the boys felt bet-
ter. So sure were they that their pray-
ers had been heard and would be an-
swered, that it seemed a great load
had been flung aside.

With peace and assurance came a
gayer mood, especially was this true of

Ben whose gloomy countenance had
cleared and from whom bits of laugh-
ter were occasionally heard.

"Do you care if I sing now?" asked
Cal as they harnessed the horses pre-
paratory to starting for home.

"Not a bit, Cal, sing for both of us."

Nothing loath Cal gave expression to
his feelings in music, and song after
song floated out on the summer air.

It was getting dark when they drove
into the home yard. Their father who
had been looking for them hurried for-
ward.

"How is mother ?" the question came
in unison and then each listened for
the answer he knew would come.

"Mother is better boys, much better.
A marvelous change came over her
late this afternoon and she has been
improving ever since."

Not a word was spoken by either
boy, their hearts were too full, but two
youthful and understanding hand?
reached out and gripped each other for
an instant in the dark.

A Rainbow Day

Outside, the rain fell gently over
the field and hills, filling the little
brooks, washing the faces of all the
flowers, and making cunning pools for
little birds to bathe in.

Inside, three little brothers watched
it, and the tears dripped slowly down
their cheeks.

"Uncle Robert was coming to take
us to town to see the parade," said
Billy, mournfully, "and now he can't."

"I know he would have buyed us
ice-cream cones. He always does,"
wailed Danny.

"Hateful old rain to come to-day,"
said Bobby, stamping his foot.

Just then Billy thought of some-
thing. The corners of his mouth turn-
ed up instead of down, and he began
to smile at his little brothers.

"Let's be sunshine for mother in-
doors," he said.

"Oh, let's," echoed the Httle brothers.
"How can we Billy?"

"Straighten up the playroom first,"
said Billy. "Then amuse baby sister

when she wakes up, so mother can
sew."

"Come on," said Danny and Bobby.

When mother looked in an hour
later she saw a busy sight. Baby sister
was cooing happily at Danny, who was
playing "bear" for her, while Billy and
Bobby were putting their playthings
in order.

"Here are some cookies," she said.
"And look, dears, what has happened
out of doors."

Three little brothers ran to the win-
dow, and there was the sun peeping
through the clouds. Down at the gate
Uncle Robert was honking his horn
for them to come.

"The parade will start in an hour,"
he said. "Jump in and we will have
dinner in town, and then take our seats
on the grandstand and see it go by."

"Ijust love rainy days," said Billy,
as he hopped in Uncle Robert's car.

"So do I," echoed each little broth-
er. — Emma Florence Bush.

THE

BUD

GET

BOX

The Budget Box is written entirely by children under seventeen years of ago.
To encourage them, "The Instructor" offers book prizes for the following:

Best original verses of not to exceed twenty lines.

Best original stories of not to exceed three hundred words.

Best amateur photographs, any size.

Best original drawings, Black and white.

Every contribution must bear the name, age and address of the sender, and must
be endorsed by teacher, parent or guardian as originaL

Verses or stories should be written on one side of paper only. Drawings
must be black and white on plain white paper, and must not be folded.

Address: The Children's Budget Box, "The Instructor," 47 East South Temple
Street, Salt Lake City, Utah.

Jane's Prayer

Jane Allison straightened her
shoulders and sighed as she looked
wearily at the drooping heads of the
flowers she had spent so many hours
in raising. Then she gazed over the
wide istretch of potatoes that were
wilting fast by the intense heat and
lack of water.

All Jane's hopes seemed to vanish
as the soft drying wind, blew her
golden curls about her face and hard-
ened the skin of her bare arms. Her
plans of a city life and starting her
first year of high school were at last
shattered.

She watched a fleecy cloud float laz-
ily over the horizon, making various
forms and slowly increasing in size.
It's purity reminded her of the les-
sons she had been taught. Suddenly
she dropped on her knees and uttered
words of prayer, for rain. Then she
slowly arose, walked in the house and
began helping her mother who was
bending over the hot stove preparing
supper.

Towards evening she noticed large
white clouds gathering in the west.
A new light glowed in her eyes. A
light of hope and expectation. As

they grew darker the whole village
appeared happier and families gather-
ed on porches to welcome the arrival
of the rain. The women called to one
another, the children ran about, while
the men continually watched the sky.

There v;as a flash of Jightning, a
clap of thunder, and then came the
rain iti a downpour, forming pools
of water everywhere. Mrs. Allison
slipped her arm around Jane.

"Everything will turn out all right
after all."

"And God sent the rain, didn't he
mother?" she asked. And at the smell
of burning potatoes she ran in the
house as happy as a lark.

Rhea Marriott
Age 14 R.F.D. No. 5

Warren, Utah

Covered Wagon Days

"Covered Wagon Days" was a grand

affair,
But the weather was ,hot and the sun

did glare.
The parade was so long and the sun

was so hot,
That before it was through many

dropped on the spot.

^ept., H)3i

THE BUDGET BOX

569

The ambulance was busy picking up

the faint,
To take them to hospitals without fuss

or complaint;
The floats were so many it was hard

to pick the best.
But I liked "Miss Pioneer" and also

her dress ;
The bands there were plenty and all

did their best,
To try to put the parade over in a

grand success ;
The celebration was grand and lasted

three days.
And we saw and heard things we'll

remember always.

Anna Sanders
Age 14 433-20th St.

Ogden, Utah

....^-

Drawn by Alice Bartlett,
Age 15. Tridcll, Utah.

A Prairie Dog

My little brothers had the cutest
baby prairie dog. My big brother was
down to our farm plowing. He saw
four baby prairie dogs, so he took a
stick and ran after them. Three of
them got away and when he caught
up with the fourth it turned around,
sat up on its hind legs and looked at
him. Then it ran right up to him, so
he picked it up and brought it home.
My Httle brothers were delighted to
have such a pet. They made it a cage
but it did no good for the prairie dog

broke out. It learned to follow the
boys around. But the funniest thing
of all is how it learned to feed with
the little kittens. One day the boys
forgot to feed it. It saw the little
kittens feeding and decided it wasn't
much of a joke so it tried it and was
quite successful. We had been put-
ting it in the granary at night but one
night we forgot and the little prairie
dog ran away.

Susie Harvey,
Age 12. Blanding, Utah.

Bunny Rabbit

Bunny Babbit got his name this
way: Patsy saw him in a shop win-
dow and said : "Wook at my bunny
babbit." Mrs. Nelson (Piafsy's
mother) knew the little girl wanted the
rabbit so she bought it for the little
girl's birthday. Patsy was delighted
when she saw him. Then mother said,
"His name is ,Bunny Babbit." So
that is how he got his name.

Bunny Babbit was white velvet with
a cotton tail. The inside of his ears
was pink satin. He had many adven-
tures, but I will tell you just one.

Bunny Babbit went fishing in a boai
one day with Patsy and the rest of the
Nelson family. ".Now Bunny Babbit,"
Patsy warned, "don't go near the side
of the boat." The boat rocked so that
Bunny Babbit was rolled to the side
of the vessel. Then a big wave came
and rocked the boat so hard that
Bunny Babbit was washed out. Patsy
cried, "Bunny, Bunny, Bunny I, Mama,
wook at Bunny Babbit !" Papa took
a long pole and pulled him to the boat.
Afterwards, they went home.

Patsy held Bunny by the ears and
then started to scold him. "Why did
you go to the side of the boat, Bunny,
when I told you not to ?"

"I didn't," said Bunny to himself,
but he did not say it to Patsy, because
that is not allowed in Toyland.
Gweneth Fletcher,
2853 Hemlock Street,
Age 11. Longview, Washington.

570

THE INSTRUCTOR

Sept., 1931

God is Good

JfOseph Buchanan went out on a
farm every week with other boys of
his age.

One day they decided to take their
dogs.

After they got out on the farm and
had played a while, Joseph lost track
of his dog. They called and looked
but he could not be found.

When he got home he asked his
mother if she had seen his dog. But
she had not. When his father got
home he said the wolves might eat the
dog up.

Joseph had been taught to pray, so
when he went to bed that night he
asked the Lord to keep his dog and not
let the wolves eat it. The next morn-
ing Joseph and his father went out to
the farm and found the dog.

Joseph is grown now and often says
to his dog, 'T still remember when I
prayed for you."

Effie Vaughn,
Suite 42 Johnson Bldg..
Age 14. Amarillo, Texas.

A Beautiful Land

When life's work is finished,
And we lie down in our graves to rest ;
To a far oflf land we'll h& taken,
The beautiful land of the blest ;,
This land will be decked with flowers
With happiness everywhere ;
Only kind words will be spoken,
For only the good will be there.
If you want to go to this land
With happiness everywhere,
Be good and live the gospel.
And do not lie or swear.

Age 12

Norine Cannon
Bountiful, Utah

Two Roses

Age 12.

Two little roses,

One fine summer day.

Took a fine notion
To go out and play.

One wore her pink hat,

The other one red;
And when they stopped playing

Of course they were dead.

Geneva Cope,

Box 44,
Glenbar, Ariz.

Angry Amos

AT MUDHOLEJ SPRINGS

Photo by Helen O. Hansen,
A^e 15. Spring: City, Utali.

Angry Amos is his name —
He is really small and not so tame.
His tail is short, his ears are long
And when he's mad, you should hear
his song.

His song is of bad words no doubt.
I think he wishes he could talk right

out.
Because he growls down in his throat.
And then there comes an angry note.

He is very fond of Popcorn and Candy.
His name is Amos
But he answers to Andy.

Nina Hair,
Age 8. Vernal, Utah.

Sept., 1931

THE BUDGET BOX

571

The Animals' Feast

Once upon a time Mr. Elephant was
going to give a feast for all the animals
of the jungle. He made invitations for
the Tiger, The Monkey family, Mr.
Leopard, the Giraffe and Mr. and Mrs.
Baboon. He was going to have all
kinds of nuts, berries and green leaves.
Then he sent the invitations by a
parrot. This is what they said: ^

Tomorrow by the pool
Where it is nice and cool.
We will meet together
And have a party.

Mr. J. Elepliant.

The next day Mr. Elephant got the
feast ready. When the guests arrived
they played games and then ate. When
they were eating a naughty Elephant
shot water on the animals and made
them very angry. Then a monkey hit
him on the head and made him run
away. The party soon broke up and
the animals all said they liked it very
much. Didn't you ?

Marilyn LeBaron,
Age 8. Barnwell, Alberta, Canada.

Beautiful Spring

(A Little Out of Season but Worthy)

Oh ! beautiful springtime is coming.
All bees are busily humming,
Awaken to earth with sunshine and

flowers,
Filling the air with small rain showers.

In the trees the birds are singing,
In the grass the daisies are swinging,
All the children are in glee,
So why not you and me?

Boys are out flying their kites
Sailing them way out of sight,
Girls' are shouting with might and

cheer,
For beautiful springtime is here.

Norma Denkers
Age 11 721 S. 4th Ave.

Pocatello, Idaho

A Pal

One who'll stand by you through thick

and thin,
Who'll not desert you though you

don't always win.

That's what I call a pal.
One who'll befriend you through joys

and sorrows.
Who'll stand by you through all the

tomorrows.

That's what I call a pal.

Palmyra Bean,
Joseph Smith Farm,
Age 15. Palmyra, New York.

Summer Days

On summer days to work is hot.
So I like to play a lot ;
Sometimes I like to cook and sew,
But swimming is a treat, you know.
Shower baths will cool you off,
If you don't take cold and cough.
The flies and hornets come by score;
When one is killed you find ten more ;
But I don't mind the summer days,
When they're spent in cheery ways.

Norine Cannon,
Age 12. Box 4, Bountiful, Utah.

The Wind

The wind takes papers flying high,

It flies the kites up in the sky ;

It makes the trees bow down their

heads,
It makes the flowers lie in their beds.

The wind blows people's hats away,
It seems to feel so good and gay.
It blows the sand into our eyes
And all night long it moans and sighs.

Maxine Crandell,
Age 10. Snowflake, Arizona,

Honorable Mention

Myrtle Browning, Rexburg, Idaho.
Gail B. Home, Mesa, Arizona.
Ingrid Johnson, Idaho Falls, Idaho.
Annice Lee, Pima, Arizona.
Barbara Jean Marriott, Warren, Utah.
Johanna Schuman, Brooklyn, N. Y.
Florence Taylor, Pima, Arizona.
Helen Warr, Oakley, Idaho.

the Calico Cat

seemed very, very

The children had taken their

and gone to school.

Daddy vras down in the big city.

Mother was out shopping with her

Cook was down in the kitchen

Otto was raking up the leaves on

, and

making

the lawn and canning them off in his^^^^

Katy was up in the nursery, mending a ^^*?full of

Baby

, while Baby played in her^
was very lonely without the other children, but Katy
gave her a ^^ and a ^^ and a ^^^ and a
Iji^^ ^^'^ ^^^^» ^"^ t>aby said Lioo-goo!
for ** thank you*' and laughed. **Ting-a-ling! ** went
the 1^ and Katy had to go down to
iheiQ F . She left |x^ on the soft
rug with a "^<^^^ behind her and all her
toys. "I'll be back in a minute, pet,"
she said. But the minut^passed and
she did not come* The *^^ ticked very loud. The
j^was very still. Baby's ®^ had rolled
away where she could not get it. She had just opened

Sept., 19J!I

DANDY ^ THE CALICO CAT

573

her red mouth very wide to cry, when zip ! the ®^
came flying across the room and ^^^T came flying
after it with his / in the air. &^ . laughed out

loud instead of crying^^'She watched
^^^%^play with the @^ and jump
up to catch a<^ that buzzed in the
window. '* Goo-goo ! " she said, and

beat on thel^g^with her little
TTien Dandy jumped over the^
snuggled down beside Baby on the

ffand
;and she

put out her little ^Z and stroked his fur. When
the man who had kept ^W so long was gone, she
came flying up to the nursery, ** O my poot baby [ **
she cried. **How lonesome she must have been all
this long time!" But there was her^^^^^S:: fast
asleep with a smile on her rosy
*T^ I **Why, who could
have taken such good jMure of my
baby ! '* wondered Wy . Then
she saw^.^^^, and Dandy
opened one sleepy eye and
looked at her. "Was it you?"
whispered Katy. "Was there ever such a fine little
nurse ! " And who was it but the little Calico Cat !

FUN

THE

BONE

Household Grammar

"Do you have any trouble with shall
and will?"

"No, the wife says you shall and I
say I will."

Poor Atheist

"I can't marry him, mother. He's an
atheist, and doesn!''t Relieve thei-e's a
hell."

"Marry him, my dear, and between us
we'll convince him that he's wrong-."

"The Longest Way 'round—"

A tourist stopped his car on the road
and asked a little country boy how far
it was to Bunkville. The little boy re-
plied, "It's 24,996 miles the way your ^o-
in', but if you turn 'round, it ain't but
four."

Beauty and the Beast

A sultan at odds with his harem
Thought of a way he could scare 'em;

He caught him a mouse

Which he freed in the house
Thus starting the first harum-scarum.

It's A Riot

A woman with ten small children
climbed aboard the street car.

"Excuse me, madam," the operator
ventured, "but are these yours, or is it
a picnic?"

The woman glared at him.

"Mister," she snapped, "these are all
mine — and it's no picnic."

Mistaken Identity

Two Irishmen were returning home
late at night in their flivver after a gay
evening in town, when the car nearly
swerved into the ditch.

"Hey," yelled Mike, "be after usin'
more care there or ye'll be killin' us
both."

"Who, me?" came back Dinty. "Why
I thought you was drivin'!"

And All Wrong

He: "My mother says I'm a wit."
She: "Well, she's half right."

To Sum Up

Professor: "The snake to which I refer
is said to strike with mathematical pre-
cision."

Bright Boy: "You mean an adder, sir."

A Pointed Tale

When you buy a shirt it gives employ-
ment to fifty people; and forty-seven pi
them do nothing but put pins in the shirt
tail.

Guilty!

Judge: "Do you wish to challenge any
of the jurymen?"

Spike: "Well, your honor, I'll fight that
red-headed bird on the end."

His Long Suit

Father: "Doesn't that young man
know how to say good-night?"
Daughter: "I'll say he does!"

— Hudson Star.

Correct

"If there were four flies on a table, and
I killed one, how many would be left?" in-
quired the teacher.

"One," answered the bright little girl.
"The dead one."

No Back Driving

"You say that you have driven a car for
10 years and never had a back seat
driver?" inquired the weak-chinned gen-
tleman.

"Yeah," asserted the sad-faced man, "I
drive a hearse."

Marital Environment

"I have never married because there is
no need of it. I have three pets at home
which together answer the same purpose
as a husband. I have a dog which growls
all the morning, a parrot which swears all
the afternoon, and a cat which comes
home late at night,"

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—NOW THAT

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OVERALLS

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f They cost
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Equipped With Stop-Loss Pockets

Manufactured in Salt Lake City by Z. C. M. L CLOTHING FACTORY

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We Have Just Paid the Holders

Of Paid-Up Shares the 100th Regular

QUARTERLY CASH DIVIDEND

DESERET BUILDING SOCIETY

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IS BETTER THAN

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44 South Main St., Salt Lake City
"Safety First for Savings"

Assets $2,600,000.00

Call at our Office at Any Time

SAY THAT YOU SAW IT IN THE INSTRUCTOR

^^mj^Mj

•ffiwpy/

llua is the picture ui m
happy fuuily. Thcj canH
fo avnxy titr a vacation thia
sanuner, but they have
discovexed that

A Good Book ia a

IFhethcr you go away — or
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BOOKS

ARE A VACATION
NECESSITY I

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DESERET BOOK COMPANY

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SALT LAKE aXY. UTAH

SAY THAT YOU SAW IT IN THE INSTRUCTOR

The Myers Self-Oiling Home Water System

AUTOMATIC
AIR VOLUME
y CONTROL

PATENTED
SELF-OILING

Complete

Automatic

Control

Air Bound or

Water Logged

Tanks Eliminated

No Personal
jAttention

Necessary

Designed for

Operation from

any kind of City

Current or from

Farm Lighting and

Power Systems

For use in Cisterns

or Shallow Wells

up to 22 feet in

depth

CAPACITY

250 Gals.
Per Hour

300 Gals.
Per Hour

Floor Space

25''x29"x52"

High

The Meyers Self-Oiling Home Water System is automatic. Its operation
is controlled by an electric switch which automatically starts the Pump when
the pressure in the tank, falls to 20 pounds and stops the Pump when the
pressure reaches 40 pounds. The pressure is always maintained between these
two points. The maximum pressure can be raised as high as 50 pounds if
desired; however, 40 pounds is recommended.

The air supply in the tank is controlled by the Automatic Air Volume
Control. No personal attention necessary.

PRICE LIST, Represented by Fig. 2510
For Full Information on Your Water Problems Write

Consolidated Wagon ^ Machine Co.

40 Branches—Utah Salt Lake City, Utah 50 Agencies— Idaho

SAY THAT YOU SAW IT IN THE INSTRUCTOR

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Pure Sego Milk

SE3GO PARKER HOUSE ROLLS

1 cup Sego Milk
1 cup water

4 tablespoons melted butter
1 tablespoon sugrar
1 teaspoon salt
1 yeast cake dissolved in
% cup lukewarm water
Flour

To 1 cup of Sego Milk add: 1 cup of
boiling water — ^butter, sug^ar and salt.
When lukewarm add dissolved yeast
cake and about 3 cups of flour. Beat
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beat sponge and add enough flour to
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Allow to double in bulk again and roll
oiit. Shape with biscuit cutter and
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are slightly moistened with Sego Milk.

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Has been the Fa-
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SAY THAT YOU SAW IT IN THE INSTRUCTOR

bNDER

Bread

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Phone Was. 10316 or if out of town — write for appointment

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USE

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BEET POWDERED SUGAR

SAY THAT YOU SAW IT IN THE INSTRUCTOR

GIVE HIM A

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HEBER J. GRANT, President E. T. RALPHS, General Mgr.

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